• Title, Summary, Keyword: 상호작용 수준

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The Characteristics of Verbal Interactions According to Students' Cognitive Levels and Openness Levels of Tasks in Thinking Science Activity (Thinking Science 활동에서 과제의 개방도와 학생들의 인지수준에 따른 언어적 상호작용의 특징)

  • Yu, Sook Jung;Choi, Byung Soon
    • Journal of Science Education
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    • v.36 no.2
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    • pp.216-234
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    • 2012
  • This study examined the characteristics of verbal interactions presented in TS activities with different tasks' openness levels by the cognitive levels of students through the implementation of TS program to 14 fifth graders in gifted class. Results of this study revealed that the open-type TS activities showed higher percentages of verbal interactions than the guiding-type TS activities showed and that the higher the open level of tasks was, the more high-level verbal interactions occurred. These results were showed in almost all subcomponents of verbal interactions. The results according to the students' cognitive levels showed that the higher the cognitive level of students was, higher frequency of interactions, high-level verbal interactions and a variety of verbal interactions occurred. The influence of both cognitive level of students and the task's openness on verbal interactions among students seemed to be interactive, however. In guiding-type activities, the percentage of high-level verbal interactions was not high although the cognitive level of students was high. And students in low level of cognition showed far lower frequency of interactions and their percentage of high-level verbal interactions was low even though the openness of the tasks was high. The results of this study meant that although open-type activities drew higher level verbal interactions by stimulating students' thought, the effects would be limited owing to their low cognitive level. Based on these findings, an implication was suggested that it is important to design instructional strategies and adjust openness level of TS activities to students' cognitive level so as to stimulate the thinking of students in lower cognitive level and to highten their engagement in activities.

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The Effects of Science Inquiry Experiments Emphasizing Social Interactions and the Analysis of Social Interactions by Cognitive Level of the Students (사회적 상호작용을 강조한 과학 탐구실험의 효과 및 학생들의 인지수준에 따른 상호작용 분석)

  • Kim, Jo Youn;Shin, Ae Kyung;Park, Kuk Tae;Choi, Byung Soon
    • Journal of the Korean Chemical Society
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    • v.45 no.5
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    • pp.470-480
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    • 2001
  • The purpose of this study was to investigate the effects of science inquiry experiments emphasizing social interaction on the development of process skills of the students. The social interactions by cognitive level of the students were also analyzed. For this study, 197 8th grade students were sampled. They were divided into an experimental group and a control group. During four-month period, the experimental group received science inquiry experiments treatment emphasizing social interactions while the control group received traditional treatment. Not only science inquiry ability pretest-posttest, but also multiple data collection method such as a questionnaire, class observation, and audio/video recording were used in collecting the data. According to the results of this study, it was found that the mean score of the experimental group was significantly higher than that of the control group at 0.05 level. It was also found that the students of high cognitive level led the peers and participated in the class discussion actively with the teacher while the students of low cognitive level followed the students of high cognitive level and showed inactive interaction with the teacher. Analysis of the students' perceptions on inquiry experiments showed that students participated in discussion actively in the class as these experiments gave an opportunity for them to discuss and were able to solve the problems with peers' help through discussion.

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The Effects of Teacher Efficacy and Level of Professionalism of Child-care Teachers on Interaction of Teachers and Children (보육교사의 교사효능감 및 전문성 수준이 교사-유아 상호작용에 미치는 영향)

  • Kweon, Mi Seong;Moon, Hyuk Jun
    • Korean Journal of Childcare and Education
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    • v.9 no.4
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    • pp.277-296
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    • 2013
  • The current study examined the effects of teacher efficacy, and level of professionalism in the subject of interaction of teachers and children. The data collected in this study shows the following results. First, teachers over thirty years-old tend to show a higher level of teacher efficacy, level of professionalism and interaction of teachers and children compare to teachers who are under thirty. In categories, such as teacher efficacy and level of professionalism, accreditation experience caused significant difference. The group of teachers who had more than two times of accreditation experience show higher teacher efficacy than the group of teachers that had no experience, and the previous groups' level of professionalism was higher than the rest. Second, teacher efficacy has positive correlation in level of professional- ism and interaction of teachers and children. Level of professionalism of childcare teachers has positive correlation with interaction of teachers and children. Third, when examining the relative effect of socio-demographic variables, teacher efficacy and level of professionalism on interaction of teachers and children, mature teachers have more influence on verbal interaction of teachers and children; the teachers who have longer career have more influence on behavioral interaction of teachers and children. By and large, teachers who are older and have higher teacher efficacy and level of professionalism gain more influence on overall interaction of teachers and children.

Analyses of Verbal Interaction among Students in Small Group Science Learning Using Smart Devices (스마트 기기를 활용한 소집단 과학 학습에서 학생의 언어적 상호작용 분석)

  • Yun, Jeonghyun;Kang, Sukjin;Ahn, Inyoung;Noh, Taehee
    • Journal of the Korean Chemical Society
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    • v.61 no.3
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    • pp.104-111
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    • 2017
  • In this study, we analyzed verbal interactions in small group science learning using smart devices by the level of prior achievement. Four heterogeneous groups at a coed high school in Seoul participated. Verbal interactions during small group science learning were audio- and video-taped, transcribed, and analyzed. Verbal interactions were analyzed at the levels of a turn and an interaction unit. The results revealed that the frequencies of verbal interactions were high in task category, especially at information explanation, information question, and reflection on standards subcategories. Furthermore, the frequencies of high-level students at direction explanation, reflection on standards and progress subcategories were higher than those of low-level students, and the frequencies of low-level students at direction question and information explanation subcategories were higher than their counterpart. In the analyses of the interaction units, the frequencies in symmetric elaborated interaction were high, especially at cumulative and evaluative subcategories.

Analysis of Effects of Learning Motivation on the Interaction in Online Cooperation Learning (온라인 협력학습에서 학습동기가 상호작용에 미치는 영향 분석)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.17 no.7
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    • pp.416-424
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    • 2017
  • The purpose of this study is to analyze the effects of learning motivation on interaction in online collaborative learning. The study subjects are 79 university students who take courses in teaching. Learning motivations measured the intrinsic goal orientation, extrinsic goal orientation, tasks value, control of learning beliefs, test anxiety, self-efficacy, goal orientation by MSLQ. Next, the level of interaction was measured by online collaborative tasks. The group for online cooperation tasks consisted of four to five people and random assignment. The level of interaction was used frequency and score that quantitative Value assess. The collected data were analysed using multiple regression analysis(stepwise). As a result, self-efficacy and extrinsic goal orientation, tasks value, mastery goal orientation were positive effect on frequency and score. next, test anxiety and performance avoid goal orientation were negative effect on frequency and score.

The Effect of Presence and Interactivity of Digital Signage Using 3D Virtual Reality on Brand Experience and Attitude (3D 가상현실을 이용한 디지털 사이니지의 실재감과 상호작용성이 브랜드 경험과 태도에 미치는 효과)

  • Han, Kwang-Seok
    • Journal of Digital Convergence
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    • v.17 no.4
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    • pp.299-307
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    • 2019
  • In this study, we experimented with experience of digital signage using Virtual Reality technology, and the difference between presence and interactivity in brand experience and digital signage attitude. We conducted a two-way MANOVA analysis with cognitive presence, emotional presence, and media presence as the independent variable and interactivity level(high vs low) as dependent variables and the brand experience and attitude as dependent variables. First, cognitive presence was found to be most effective through behavioral experience when low interactivity. Second, emotional presence also has a positive effect on emotional experience when the level of interactivity is low. Third, media presence has a positive effect on emotional experience if the level of interactivity is low. This study suggests a communication strategy to communicate presence according to the characteristics of media strategy and technology through appropriate level of interactivity when using digital technology. Future research requires a qualitative approach rather than a quantitative one in terms of interactivity.

The Influence of Scaffolding Support Considering Learner Characteristics on Subject Interest and Interaction Level in PBL Environment (학습자 특성을 고려한 스캐폴딩 지원이 PBL 수업 환경에서 교과 흥미와 상호작용 수준에 미치는 영향)

  • Lee, Eun-Chul
    • The Journal of the Korea Contents Association
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    • v.19 no.12
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    • pp.471-482
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    • 2019
  • The purpose of this study was to analyze the effect on the level of subject interest and interaction when supporting scaffolding considering learner characteristics in PBL. For the study, the participants were 86 college students. The research procedure was as follows. First, we divided the experimental group and the comparative group. A primary PBL was used to measure prior levels of subject interest and interaction. Secondary PBL was performed to verify treatment effect. In the second PBL, the experimental group received cognitive, metacognitive, and motivation scaffolding that reflected the learner's characteristics. The control group received random scaffolding. Subject interest and interaction were measured after the end of the second PBL. Collected data were analyzed using ANCOVA. As a result, the interest and interaction level of the experimental group was analyzed to be higher than that of the control group.

Verbal Interactions in Heterogeneous Small-group Cooperative Learning (이질적으로 구성된 소집단 협동학습에서의 언어적 상호작용)

  • Lim, Hee-Jun;Noh, Tae-Hee
    • Journal of The Korean Association For Science Education
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    • v.21 no.4
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    • pp.668-676
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    • 2001
  • In order to comprehend the internal processes of heterogeneous small-group cooperative learning in science class, this study investigated verbal interaction patterns by the achievement level. Frequency of verbal behaviors was compared in respect of the achievement level, and participation patterns and characteristics were investigated. Verbal interaction patterns by the achievement level were also analyzed based on students' perceptions of interactions. It was found that there were no significant frequency differences between high- and medium-achieving students' verbal behaviors. The verbal interaction patterns showed co-construction processes between high- and medium-achieving students, which was consistent with the students' perceptions of interactions. These suggested that medium-achieving students actively participated in small-group interactions in science class.

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The Impact of Interactivity in Smart Signage and Flow on the Engagement and Memory Accessibility (스마트 사이니지의 상호작용성과 플로우(Flow)가 인게이지먼트와 기억 접근성에 미치는 영향)

  • Han, Kwang-Seok
    • Journal of the Korea Convergence Society
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    • v.9 no.2
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    • pp.171-176
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    • 2018
  • The purpose of this study is to establish smart signage in a certain space and to analyze not only media ingestion and advertising inducement as well as any information (high vs. low vs. low) and flow level And the memory effect related to whether or not to remember. The results of this study show that the higher the interaction level and the higher the engagement level, the higher the advertising engagement is. In addition, media involvement was high when interaction level was low and flow level was high. Finally, if the level of interactivity is low and the level of flow is high, then non - valued attribution information is more likely to be recalled than the comprehensive evaluation information. If the interaction of smart signage is high and the flow of users is low, Recalled more recall information. In the future, detailed strategies for enhancing user flow will be needed rather than a strategy for unconditional enhancement of interaction in smart signage strategy.

The Effect of Digital Signage and Smart Media Convergence on Memory and Attitude According to the Level of Engagement and Interactivity (디지털 사이니지와 스마트 미디어 융합이 인게이지먼트와 상호작용성 수준에 따라 기억과 태도에 미치는 영향)

  • Han, Kwang-Seok
    • Journal of the Korea Convergence Society
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    • v.8 no.6
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    • pp.1-7
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    • 2017
  • This study examined how the memory effect and the brand attitude effect differ according to the interaction (high / low) and the involvement (high / low) of digital signage. The two-way MANOVA analysis using SPSS 18 was used for the empirical analysis. The results of this study are as follows: First, GRM is recalled if the level of interactivity and inffence of digital signage is low, but if both conditions are high, ARM recalls. Second, if the interaction of digital signage is low and the level of engagement is high, a lot of memory information is formed that forms the overall attitude of the product. In addition, even though the interaction level is high and the engagement is low, the attitude cognitive response through the overall evaluation is formed rather than the attribute information. Third, brand attitude was positive when interactivity level was high and engagement level was high.