• Title/Summary/Keyword: 상호작용 수준

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An Analysis of Teacher-Child Interaction Level based on Factors of Characteristics of Institution, Teacher, and Child Group (유아교육기관, 교사 및 유아집단 특성에 따른 교사-유아 상호작용 수준 분석)

  • Park, Chang Hyun;Na, Jung
    • Korean Journal of Childcare and Education
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    • v.8 no.6
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    • pp.99-125
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    • 2012
  • Teacher-child interaction was included in kindergarten and child care center accreditation evaluation and is considered as important as teaching and learning methods in the newly implemented Nuri curriculum. The purpose of this study was to confirm the difference of levels (emotional. verbal, behavioral) for the style of the interaction between teachers and children in kindergarten and child-care centers and to analyze direct effect and interaction effect, according to institution(kindergarten, childcare center). teacher(age, educational career, academic career), and child group(child number, child age) variables. The subjects in this study were 191 teachers in kindergartens and child-care centers in G region in Seoul. The overall average of the teacher-child interaction (emotional, verbal and behavioral interactions) was significantly higher, and there were not significant differences depending on the institution type and child group. According to the results of this study, factors of teacher characteristics affected the teacher-child interaction more than child-concerned variables.

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.

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.

Empirical Study on The Interaction Degree between Social Welfare Management Systems (사회복지 관리체제간의 상호작용수준에 관한 실증적 연구)

  • Kim, Jong-Hwan
    • Journal of the Korea Society of Computer and Information
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    • v.14 no.11
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    • pp.213-219
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    • 2009
  • This study is that internal members of social welfare are divided into the first organization directly controlling and managing subjects and the second organization supporting and assisting the first one, and both organizations are analyzed through the empirical study about cooperation degree on the basis of interaction degree related with cooperation relationship from interorganizational relationship theories. That is because organic cooperation between both sides is essential element to effectively approach the ultimate purpose which subjects and related people need because of the social welfare business. This result suggests that both sides broadly recognize the need about cooperation between management systems and that it must come first to establish values and behaviors about the cooperation among the persons in charge on the organizational internal level for organic cooperation between organizations.

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An Exploration of Interaction Factors and Analysis on Interaction-Level of Synchronous Online Education in University (대학 실시간 온라인 교육에서의 상호작용 요소 탐색과 수준 분석)

  • Han, Hyeong-Jong
    • The Journal of the Korea Contents Association
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    • v.21 no.4
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    • pp.14-25
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    • 2021
  • The purpose of this study is to explore what are the interactive factors of synchronous online education in university and identify the level of interaction. This study used mixed research method. As a result of the interaction level, it was recognized that face-to-face education could be more interactive than synchronous online education. Synchronous online education could have better interactive between instructor and learner, and among learners than asynchronous online education. Factors which influencing the interaction were as follows: small group activities and scaffolding, diversification of communication channels and integration of learner's question in learning content. Detrimental elements were distance felt between instructor and learners, low intimacy among learners, content-focused lecture, restrictions on non-verbal communication, unstable systems and misusing microphones. The necessary factors to promote interaction are planning interactive class activities, etc. Based on the results, it was to suggest what kinds of efforts are needed to make interaction more effective in terms of teaching and learning method & activity, tool & system, and environment.

Young Children's Scientific Inquiry Capabilities and Curiosity : Effects of Mothers' Awareness of Science Education and Mutual Interaction (어머니의 유아과학교육에 대한 인식수준과 상호작용수준에 따른 자녀의 과학적 탐구능력과 호기심과의 관계)

  • Kim, Jeong-Ju
    • Korean Journal of Child Studies
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    • v.30 no.2
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    • pp.1-13
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    • 2009
  • This study examined the extent to which young children's scientific inquiry capabilities and curiosity are affected by their mothers' awareness about science education and their mutual interaction. Instruments were Levels of Mothers' Awareness about Science Education and Interaction with Children (Jeon, 2006), Children's Scientific Thinking Capabilities (Lee, 2000), and Children's Curiosity (Lee, 2001). Differences between high-and low-ranked groups were analyzed by t-tests. Results showed that children whose mothers displayed high levels of awareness about science education and mutual interaction showed better scientific inquiry capabilities and curiosity than children whose mothers did not display such high levels. By confirming the significant role of mothers in their children's science education these results can be an aid to parent education.

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실증적인 미래인터넷 연구를 위한 미디어 중심 서비스 지향 테스트베드

  • Han, Sang-U;Kim, Nam-Gon;Cha, Byeong-Rae;Kim, Jong-Won
    • Information and Communications Magazine
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    • v.27 no.10
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    • pp.27-34
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    • 2010
  • 미래인터넷 인프라에 지원될 다양한 미디어 서비스들을 실험하기 위한 노력으로, 본 고에서는 미디어 중심 서비스 지향 테스트베드에 대해 소개한다. 제안하는 FIRST@PC(Future Internet Research for Sustainable Testbed @PC) 테스트베드는 PC를 기반으로 하는 저비용 시험 환경 구축과 가상화된 컴퓨팅/네트워킹 자원들을 이용한 미디어 서비스 합성 검증을 목표로 한다. 실험 방법을 구체화하기 위해, 컴퓨팅과 네트워킹 서비스들 간에 상호작용 수준에 따라 다양한 실험 프로파일과 레벨들을 제시하고, 이를 실현하기 위한 테스트베드 플랫폼 구조를 제시한다. 최종적으로 구축된 시범 테스트베드 상에서 HD 미디어 분배 실험들을 통해, 본 테스트베드의 실행 가능성을 기본적인 수준에서 검증한다.

A Study on the Level of Interaction in Extension Services through a Systems Approach - Focused on Extension Services of Experiment Station - (체계적 관점에 따른 기술전파활동의 상호작용 수준 분석 - 지역특화작목시험장의 기술전파활동을 중심으로 -)

  • Hwang, Jeong-Im;Choi, Sang-Ho
    • Journal of Korean Society of Rural Planning
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    • v.12 no.4
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    • pp.99-114
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    • 2006
  • Under awareness of the importance of interaction between local research agencies and farmers in developing local agriculture, this study attempts to analyse the level of interaction in extension services of Experiment Station. The data were collected through the interview with researchers in five Experiment Stations and farmers who have made contact with the researchers. The results of the analysis are as follow: (1) The Experiment Stations are currently providing extension services though they are originally research-oriented agencies. The extension methods of Experiment Stations are similar with those of extension agencies. (2) The more systematic the characteristic of extension service type is, the higher level of interaction is generated with several exceptions which should not be ignored. This study accentuates the efforts to improve the level of interaction as well as to construct a system as a linked set of actors.

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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