• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.234-243
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• 2000

This study investigated the relationships between verbal behaviors and chemistry problem solving ability in cooperative learning. Based on the previous chemistry achievement. 11th-graders were assigned heterogeneously into three-membered groups. Small cooperative group problem solving processes in using 4 stage-problem solving strategy were audio/video taped. Students' chemistry problem solving ability was then measured by a problem solving strategy performance test. Their verbal behaviors were classified into giving information, receiving information, asking questions, and disagreeing. These were further coded into 16 subcategories. Providing, a subcategory of giving information, was the most frequent behavior. In studying partial correlation between verbal behaviors and problem solving ability, 7 categories were found to have significantly positive relationships. Providing showed the highest correlation with the problem solving ability as reported previously. Moreover, this study also revealed significant correlations in the categories of clarifying provided, correcting, justifying, and clarifying. In the case of low-ability students, the verbal behaviors of giving or receiving information were strongly correlated with problem solving ability. However, these verbal behaviors did not enhance the problem solving ability of high- and medium-ability students.

• Journal of The Korean Association For Science Education
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• v.20 no.4
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• pp.624-633
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• 2000

This study investigated students' verbal behaviors in paired think-aloud problem solving. High school students in chemistry classes were asked to use 4 stage problem-solving strategy through paired think-aloud problem solving, and their small-group behaviors were audio/video taped. Verbal behaviors of the solvers and listeners were classified into 8 categories. Solvers frequently exhibited the behaviors of 'require agreement', 'provide', and 'modify', and listeners frequently exhibited the behaviors of 'agree', 'ask', and 'point out'. With behaviors exhibited frequently, the verbal interaction between solvers and listeners were also investigated. In studying partial correlation between verbal behaviors and the improvement of problem-solving ability, listener's 'agree' and 'point out', and solver's 'modify' were positively related with listener's improvement. However, there was negative correlation between listener's 'point out' and solver's improvement. In a perception questionnaire, many students were found to perceive that the paired think-aloud problem solving helped them to be aware of the problem-solving processes. However, some listeners also perceived that it was difficult to know solver's problem-solving processes.

• Journal of Korean Dental Hygiene Science
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• v.4 no.2
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• pp.19-30
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• 2021

Background: To confirm verbal violence experience in dental hygiene students and to verify its influence on their self-esteem and career identity. Methods: Data were collected using a structured self-reported questionnaire targeting 180 dental hygiene students at M University. Descriptive statistics, one-way analysis of variance, t-test, Pearson's correlation coefficient, and multiple regression analysis were performed using SPSS WIN 25.0. Results: Older students reported that they experienced verbal violence more frequently during clinical training, especially those who were dissatisfied with clinical training. The students experienced verbal violence more frequently from dental hygienists than from dentists and patients. Dental hygiene students had high self-esteem and career identity. The students who were majorly satisfied with clinical training had higher self-esteem and career identity than those who were dissatisfied. Dental hygiene students had lower self-esteem and career identity when they experience verbal violence more frequently from dentists and dental hygienists during clinical training and clinical practice. Conclusion: An intervention program needs to be developed to prevent verbal violence against dental hygiene students and a strategy to increase their self-esteem and career identity is required.

• Journal of Information Technology Applications and Management
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• v.25 no.1
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• pp.33-45
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• 2018

This study was initiated to investigate the essential skill factors for system designers in order to build the right information systems. The predicted variables are mathematical modeling skill, verbal modeling skill, general IT knowledge, and general business knowledge. The test was administrated to 43 students majoring in Management Information Systems (MIS) at Hannam University, South Korea. In this study, we used Pearson Correlation Analysis to test the relationships among variables. Overall, our study suggested that there is a strong positive relationship between mathematical and verbal skills and IS modeling ability. A marginal positive relationship between the general IT knowledge and IS modeling ability was also found. Unexpectedly, there was no significant relationship between general business knowledge and IS modeling ability.

• Journal of The Korean Association For Science Education
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• v.19 no.1
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• pp.29-40
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• 1999

The purpose of the present study was to test hypothesis that, because it uses tri-dimensional sensory pathway which have been showed a higher rate of neural activities than uni- or bi-dimensional's, lab-activity-based instruction is more effective teaching strategy in learning science than verbal-based instruction. In the present study, manipulative teaching strategy that uses visual, somatosensory and auditory information pathway was regarded as a mode of tri-dimensional sensory inputs. In addition, verbal teaching strategy that uses mainly auditory and a little visual information pathway was used as a mode of bi-dimensional sensory inputs. Fifty-six students who failed to successfully solve two proportional reasoning tasks (i.e., pouring water tasks) were sampled for this research from a junior high school. The subjects were randomly divided into a manipulative or a verbal teaching group, and given manipulative or verbal tutoring on the use of proportional reasoning strategies and a test of proportional reasoning during instruction. The results showed that manipulative group's performance on the test of proportional reasoning during instruction showed significantly higher performance than verbal group's (t=2.45, p<0.02). The present study also discussed some educational implications of the results.

• Journal of Convergence for Information Technology
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• v.11 no.3
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• pp.147-158
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• 2021

The purpose of this study is to perform of composition of young children teacher's verbal interactions and problem solving strategies by semantic network analysis. The data was collected the narrative of teacher in young children's environmental education. Additionally, this study used categories as a unit of analysis in order to find out structural characteristics. The results of this study were as follows. First, teacher's verbal interactions, providing information was the most cental, high influence appeared along with integration. Second, teacher's problem solving strategies, suggestion was the most cental, high influence appeared along with divergent thinking. Third, teacher's verbal interactions and problem solving strategies, suggestion was the most cental, providing information and divergent thinking appeared a strong connection. Besides, suggestion and decision were mediated by concern of problem, assessment appeared connection. Through these results from this study it is suggested that in order to interact and support problem solving process in young children's environmental education, teacher education to respond and understand contextually with young children is necessary.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.279-288
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• 2001

In this study, interaction patterns in peer small-group discussions with cognitive conflict strategy (CCS) and those with social consensus strategy (SCS) were compared. Verbal interactions of four small groups (16 students) in learning science concepts were analyzed at the levels of turns, interaction units, and episodes. The frequencies of total turns and knowledge construction turns per discussion for the SCS group were higher than those for the CCS group. Comparing and evaluating hypotheses and discussion worksheets provided were especially effective in increasing metacognitive utterances of the SCS group students. The frequencies of 'most students participating mode', 'elaborative interaction mode', and 'exploratory episode' for the SCS group were higher than those for the CCS group. These suggested that more students in the SCS group participated in small-group discussions and their discussions were more interactive and elaborative. The interactions and episodes of the SCS group were also superior in quality to those of the CCS group.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.671-685
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• 2012

In this study, we developed an analogical experimental design strategy emphasizing understanding and checking stages and applied it to four groups consisting of 7th grade science-gifted students. We classified the patterns of experimental design processes and analyzed the verbal interactions among the science-gifted students at the levels of turn and interaction unit. The analyses of the results reveled that three groups were relevant to reinitiated motion and the other to backward-divergent motion. In the analyses of turn and interaction unit, the frequencies of the statements related to the task were high, especially 'making suggestion' and 'elaborated symmetrical interaction'. The analyses for each stage of strategy indicated that the frequencies of 'explain', 'question', and 'cumulative interaction' at understanding stage were high. At designing stage, the frequencies of 'making suggestion', 'cumulative interaction', and 'disputative interaction' were found to be high. At checking stage, 'making suggestion', 'receiving opinion', and 'disputative interaction' were high. In the comparison of the patterns, the qualitative differences among interaction unit were found at all the stages, whereas there were differences only between designing and checking stages in the turn cases. Educational implications of these findings are discussed.

• Korean Journal of Child Studies
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• v.22 no.1
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• pp.147-162
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• 2001

This study examined the relation between mother-child verbal interaction strategies and children's narrative competence. Forty-eight 4-year-old middle class children(25 girls and 23 boys) and their mothers were observed in their homes. All the children were asked to produce a new story. Mothers used more descriptive statements and questions, more inferential questions and more evaluative questions than children. Children gave more answers and used more negative feedback than mothers. Mother's use of high-mental demanded question and positive feedback strategies were positively correlated with children's level of narrative structure. Mothers' use of inferential and evaluative questions were positively correlated with narrative length. Children's use of high-mental demanded statements and positive feedback strategies were positively correlated with their level of narrative structure and their use of descriptive and high-mental demanded strategies were positively correlated with narrative length.

• Journal of Information Technology Applications and Management
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• v.28 no.1
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• pp.43-51
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• 2021

This article explores Kim Hye-soo's film acting from the perspective of performance, which means a socio-cultural action planned and intended for a certain purpose. Through the aspect of screen performance which the identity of the era that the performance study aims for is expressed through acting and reappeared in a system of verbal and non-verbal symbols, it was intended to enhance the academic value of Korean film acting. First, Kim Hye-soo's acting performance transforms by repeating genre acting. The sensuality and sexual attractiveness that evaluates Kim Hye-soo are repeated by the typical vision required by genre films, but the acting performance is not consumed or subordinated as a tool for visual pleasure. Second, Kim Hye-soo's body, face, emotion and audio are engraved with memories of the times, and the sociocultural identity of the performance is expressed through dynamic interaction between actions and reactions. Third, Kim Hye-soo's restored and recreated performance is sensitive to the changes of the times and is still in the process.