• Journal of the Korean earth science society
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• v.31 no.5
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of the Korea Furniture Society
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• v.20 no.3
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• pp.205-212
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• 2009

Through this study, I explored a creation of the postmodern furniture aesthetics through the transformation by student's interpretation in experiencing the art/craft/handmade/studio furniture aesthetics in postmodernism theoretically for 'wood culture experience class' or 'wood love experience class' by the Korea Forest Service because the class tends to focus on making simple wood works involved just in the practical part. Qualitative conceptual analysis as the principal methodology was used to achieve the theoretical context in the experience programs. Following the lesson one on defining the postmodern aesthetics in New Design furniture as metaphor and the lesson two on interpreting an aesthetics of art and everyday life with the wood furniture which expresses the metaphorical and symbolical aesthetics appeared as New Design furniture in postmodernism in the previous papers, I developed lesson three on creating an object using eco-friendly materials like wood in transforming an aesthetics of postmodern furniture as the final stage of the study. Therefore, the students will be able to create a piece of eco-friendly wood furniture for our environment as metaphor transformed by his/her perspective regarding a piece of selected New Design furniture.

• Journal of the Korea Furniture Society
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• v.19 no.6
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• pp.498-506
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• 2008

This study explored interpretation of the symbolical and metaphorical aesthetics in experiencing art/craft/handmade/studio furniture theoretically for 'wood culture experience class' or 'wood love experience class' by the Korea Forest Service because the class tends to focus on making simple wood works involved just in the practical part. Qualitative conceptual analysis as the principal methodology was used to achieve the theoretical context in the experience programs. After the lesson one on defining the postmodern aesthetics in New Design furniture as metaphor in the previous paper, I developed lesson two for an aesthetics of art and everyday life with wood furniture which expresses the metaphorical and symbolical aesthetics appeared as New Design furniture in postmodernism. As statement of objective in the second lesson, I explored that students in elementary schools personally transform and interpret the postmodern aesthetics of New Design furniture metaphorically with the meanings of symbol. As a result, the students will be able to write about the aesthetics of New Design furniture as metaphor in interpretation transformed by his/her perspective of a piece of selected New Design furniture.

• Korean Journal of Cognitive Science
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• v.6 no.2
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• pp.27-45
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• 1995

In this paper, we suggest the "Fuzzy Behavior Knowledge Space(FBKS)" and explain how to utilize the FBKS when aggregating decisions of individual classifiers. The concept of "Behavior Knowledge Space(BKS)" is known to be the best method in the context that each classifier offers only one class label as its decision. However. the BKS does not considers measurement value of class label. Furthermore, it does not allow the heuristic knowledge of human experts to be embedded when combining multiple decisions. The FBKS eliminates such drawbacks of the BKS by adapting the fwzy concepts. Our method applies to the classification results that contain both class labels and associated measurement values. Experimental results confirm that the FBKS could be a very promising tool in pattern recognition areas.

• Journal of Arbitration Studies
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• v.21 no.1
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• pp.73-86
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• 2011

Today's arbitrations see themselves as the most effective scheme for dispute resolution in a variety of transactional context. While some kind of ADR system was already introduced in Korea as of 2007 with revision of the Consumer Basic Law, consumers' needs in dispute resolution remain unmet. Recently one consumer arbitration case divides the U.S. Supreme Court. Of course, the result of the case is expected to affect tens of millions of arbitration agreements in the States which has the most developed scheme in consumer arbitrations. While Arbitration clauses in adhesion contracts are not automatically held to be substantively unconscionable, Class action waivers are one of the most controversial issues in consumer arbitration. In this study, with the theoretical background of consumer arbitrations general, and contractual defenses against adhesive contracts, reviewed are U.S. federal courts' attitudes toward certain consumer arbitration agreements including the class arbitration waiver. Moreover, several issues in AT&T case are examined for practical implications for consumer dispute resolution. All of these are expected to initiate further research to find some guidelines for the proper status and operation of consumer arbitration here in Korea.

• Journal of Korean Elementary Science Education
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• v.29 no.1
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• pp.13-21
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• 2010

This study reflects the demand of content elements related to "Human Reproduction" in elementary school science curriculum, and verifies its effects by developing and applying sex education contents available to elementary science class. The developed contents is composed of three sections in reference to the contents guideline for teachers. The contents include anatomical knowledge related to human reproduction and reflect social and cultural context of sex ethics. The first section: "How was I born?", second section: "Amazing changes in my body" and third section: "Healthy body, healthy mind." In the result of analysis of changes in sex knowledge and attitude after applying the contents, it showed statistically significant differences between experimental and comparative class. Thus, the developed contents made positive influence on improvement in elementary students' knowledge and attitude of human reproduction. However, it showed little difference in the effects of sex education contents by the grade and gender. In conclusion, if the sex education contents developed through this study is actively applied, it is expected to provide the elementary students with knowledge of the anatomic difference between male and female, its social and cultural understanding and responsibility for sex ethics. In addition, it is considered to be used as effective education programs and materials in elementary school science curriculum.

• International Journal of Human Ecology
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• v.17 no.1
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• pp.39-51
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• 2016

This pilot study examined programs for early childhood education and care in three Chinese cities. The samples for this study were one university-based kindergarten, one private kindergarten (rural area), and one public kindergarten (urban area). Six types of instruments were used to assess early childhood education and care services regarding quality matters. Most questions asked were open-ended; consequently, the interview answers by kindergarten directors or teachers (as well as observations made by the researcher) formed the basis for collecting the data. Quality components for each program were determined by a comparison method. The comparison allowed the researcher to understand the range of quality education and care available as well as the variability of existing kindergarten programs in China. The findings of the investigation revealed important information on; (a) demographic information (fees, class hours, total weeks of class, vacation, number of children and staff, class size, and teacher-child ratio) (b) teacher characteristics, (c) health practices, (d) safety practices, (e) work environment, (f) physical settings, (g) play materials, (h) parent involvement, (i) nutrition, (j) daily schedule. Implications within the Chinese context for quality practices and issues to further develop and strengthen early childhood education and care systems are discussed.

• International Journal of Contents
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• v.13 no.4
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• International Journal of Contents
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• v.12 no.2
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• Cross-Cultural Studies
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• v.20
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• pp.67-111
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• 2010

This paper examined the role of intermediate texts in the writing process in the context of an EFL composition class. From the tradition of teacher research, this study examined how the Korean college students in different proficiency groups created intermediate texts and used them while composing their own writing. The students produced various types of intermediate texts during the compositing process, which could serve as a basis of their writing. However, the patterns of using these intermediate texts differed widely across the proficiency groups. A writing cycle for the low proficiency group, or "surface reading-few intermediate texts-writing," indicates that less proficient students tended to engage in reading in separation of writing practices and thus produced few intermediate texts through their literacy practices. On the other hand, the students in the higher proficiency groups revealed the more integrated pattern (i.e., purpose reading/intermediate texts/writing), indicating that they often engaged in reading with specific writing purposes, practiced reading in connection to other writing practices, and elaborated written intermediate texts produced. This study argues that, to shift our student writers to a higher level category, we as teachers need to help them engage in reading and writing practices in the way they produce and use intermediate texts appropriate to their specific writing purposes.