Class Of Situations Research Articles

AI의 교육적 활용에 대한 중등 사회과 교사의 인식 및 연수 수요 분석

Objectives This study aims to investigate the attitudes and beliefs of secondary social studies teachers towards AI-based education and to assess their demand for training in this area.
 Methods To this end, a survey was administered to 1,164 middle and high school social studies teachers (civics, history, geography, and ethics). The survey consists of two parts: learning about AI (learning elements of AI and capabilities of AI) and learning with AI (difficulties of teaching with AI and demand for teacher training in AI-based education). First, the reliability coefficient of the questionary items was calculated, followed by descriptive statistical analysis. To verify the statistical significance of dfferences by teachers’ specialty, a one-way analysis of variance was performed, and the effect size was calculated to confirm the practical significance. For descriptive answers, the word frequency was calculated and visualized in a word cloud to identify prominent issues.
 Results 1) It was discovered that social studies teachers consider AI's social impact, machine learning, and data as crucial learning components. Particularly, teachers believed that students should be aware of artificial intelligence's technical limitations and ethical implications. 2) Assuming the class situation, the teachers indicated that the greatest anticipated challenge would be the lack of ‘exemplary practices for social studies classes using AI’. 3) Despite the fact that few teachers have prior experience with coding or AI training, 71.2% of all respondents agreed that teacher training program in AI-based education is necessary.
 Conclusions This study is anticipated to serve as a foundation for the development of AI-based training programs and the introduction of AI in education.

온라인 수업 준비와 수업 만족도 관계에서 온라인 수업 방 법의 매개 효과와 수업 부담의 조절 효과

The purpose of this study is to confirm the relationship between teaching methods and class burden that affect class satisfaction in online class situations. Two hypotheses were set up to achieve the purpose of the study. First, the professor's 'readiness for online class' will have a positive (+) effect on 'class satisfaction' through the 'online teaching method'. Second, the influence of the professor's 'online teaching method' on 'class satisfaction' will be adjusted according to the 'class burden' of the student. As a research method, class evaluation data developed based on the CIPP evaluation model of K University were used. The results of the study are as follows. First, ‘readiness for online class’ had a positive effect on ‘class satisfaction’ by partially mediating the ‘online teaching method’. Second, the ‘class burden’ positively affected ‘class satisfaction’ when interacting with ‘online teaching methods’. Through this result, it was suggested that ‘class evaluation’ and the ‘class burden’ should be linked, that teaching methods suitable for online classes should be used, and that factors suitable for online class evaluation should be considered. Ultimately, it meant that it was confirmed that professors should use appropriate teaching methods for online classes, and that 'class satisfaction' increases when 'class burden' is linked to 'online teaching method'.

An experimental study of animating-based facial image manipulation in online class environments

Recent advances in artificial intelligence technology have significantly improved facial image manipulation, which is known as Deepfake. Facial image manipulation synthesizes or replaces a region of the face in an image with that of another face. The techniques for facial image manipulation are classified into four categories: (1) entire face synthesis, (2) identity swap, (3) attribute manipulation, and (4) expression swap. Out of them, we focus on expression swap because it effectively manipulates only the expression of the face in the images or videos without creating or replacing the entire face, having advantages for the real-time application. In this study, we propose an evaluation framework of the expression swap models targeting the real-time online class environments. For this, we define three kinds of scenarios according to the portion of the face in the entire image considering actual online class situations: (1) attendance check (Scenario 1), (2) presentation (Scenario 2), and (3) examination (Scenario 3). Considering the manipulation on the online class environments, the framework receives a single source image and a target video and generates the video that manipulates a face of the target video to that in the source image. To this end, we select two models that satisfy the conditions required by the framework: (1) first order model and (2) GANimation. We implement these models in the framework and evaluate their performance for the defined scenarios. Through the quantitative and qualitative evaluation, we observe distinguishing properties of the used two models. Specifically, both models show acceptable results in Scenario 1, where the face occupies a large portion of the image. However, their performances are significantly degraded in Scenarios 2 and 3, where the face occupies less portion of the image; the first order model causes relatively less loss of image quality than GANimation in the result of the quantitative evaluation. In contrast, GANimation has the advantages of representing facial expression changes compared to the first order model. Finally, we devise an architecture for applying the expression swap model to the online video conferencing application in real-time. In particular, by applying the expression swap model to widely used online meeting platforms such as Zoom, Google Meet, and Microsoft Teams, we demonstrate its feasibility for real-time online classes.

Implementasi Pembelajaran Lintas Budaya dalam Perspektif Pengajar BIPA: Tantangan dan Peluang

BIPA learning can adapt the concept of intercultural learning with the aim of mastering language and understanding Indonesian culture. Intercultural learning bridge the process of introducing Indonesian culture in the BIPA class. The success of a learning process does not escape the challenges and opportunities faced by teachers. This study aims to describe the challenges and opportunities of intercultural learning from the perspective of BIPA teachers. The research method used is descriptive-qualitative. Researchers interviewed the research subjects, who were six BIPA teachers. The results showed that there were several challenges and opportunities in BIPA intercultural learning. Some challenges in intercultural learning are differences in perspective and cultural background, self-adaptation, heterogeneous class situations, cultural similarities seek, and learner needs. Some of the opportunities for these challenges, namely intercultural communication, intercultural discussion, and Indonesian culture diplomacy. Furthermore, this research can be a reference for BIPA teachers in implementing intercultural learning.

Strategies for improving lessons in team-teaching: through narrative analysis of English teachers

With a view to improving teaching for students and teachers alike, Associate Professor Nami Sakamoto, Faculty of Global and Regional Studies, Doshisha University, Japan, is conducting research that is focused on teacher narrative and its application to society and the professional development of assistant language teachers (ALTs) and Japanese teachers of English (JTE). In her work, Sakamoto records English classes taught by ALT and JTE pairs working together and subsequently conducts a semi-structured interview with the two teachers after the class, focusing on pre-prepared questions relating to foreign language teaching practice. She then segments, codes, categorises and analyses the data acquired from these interviews. Narratives are an important part of Sakamoto's research as they enable the series of experiences in the classroom to be analysed, ultimately enhancing teachers' understanding of teaching practice and enabling meaningful changes to be made. Sakamoto analyses narratives through interviews with individual teachers. These analyses are then used to further investigate team teaching and solo teaching in class situations. Sakamoto is collaborating with Professor Masayuki Teranishi, University of Hyogo, to extend a narrative approach for a deeper understanding of peoples' lives. Sakamoto is seeking to establish an improved understanding of professional development in language teachers and has succeeded in highlighting the construction of teachers' identities through teaching on the basis of three fundamental factors that work together to support identity building in teachers: cognitive, emotional and collegial awareness.

The Rise of Populism and Its Impact on Labour Law, Social Law and Social Policy

This special edition of the International Journal of Comparative Labour Law and Industrial Relations contains five articles, including this introduction. Their shared purpose is to explore the interrelationship between populism, labour law, social law and social policy. In particular, the articles investigate whether the recent rise in populism has had a direct impact, positive or negative, on the situation of the working class. The nexus of populism, labour law, social law and social policy will be examined in three perspectives, focusing on (1) the period when populists seek power, (2) the period when populists are in power, and (3) the consequences of populist rule. The specific research questions underpinning the articles in this issue are as follows. First, when may a politician or a leader be considered a populist? Second, once in power, do populists actually strive to address issues affecting ‘the people’, i.e., those who have suffered harm at the hands of the elites, and does that include issues that affect the working class? Third, if so, how are these issues addressed? Fourth, what indicators can be used to demonstrate a link between the populist reforms (changes) and populist slogans? In other words, is there a ‘populist agenda’ as far as social issues are concerned? Fifth, are populists effective at implementing their slogans on social issues? Sixth, do populist agendas and actions create (and later implement) a new conceptual model of social and economic relations that could serve as an alternative to the current liberal market economy model? Populist Parties, Labour Law, Social Policy, Argentina, Brazil, Greece, Hungary, Italy, Norway, Poland, Spain, Sweden, United States

The eacher's Efforts to Improve Early Childhood Science Ability Through the Application of Experimental Methods to Recognize Colors Using Flower Plants

The purpose of this study was to determine the early childhood scientific ability through the application of the experimental method to recognize color using flower plants, to determine the increase in early childhood scientific ability through the application of the experimental method to recognize color using flower plants. Classroom Action Research (PTK) which is focused on class situations, or known as classroom action procedures used in the form of cycles. The main subjects in the study were 15 children in the AL-MUTTAQIN PAUD in Talang Dantuk Village, Seluma District, Seluma Regency. Data collection techniques using observation and documentation methods. Data analysis was carried out in a qualitative descriptive manner by using it to determine the process improvement expressed in a predicate, while quantitative data analysis was used to determine the increase in results by using a percentage. The conclusion of this study is that children's initial scientific abilities through the experimental method of knowing colors using flower plants develop well

STUDENTS’ ANXIETY IN SPEAKING ENGLISH AT EIGHTH GRADE STUDENTS OF SMP NEGERI 3 DHARMA CARAKA TELUKDALAM

This research aimed at analyzing the students’ anxiety in speaking English. This research was designed in qualitative research with descriptive approach. The data of this research was gathered through observation, and interview. The procedures used during analyzing the data were reading/memoing, describing, classifying. The result of this research showed that the anxiety experienced by eighth grade students of SMP Negeri 3 Dharma Caraka Telukdalam were communication apprehension, test anxiety and fear of negative evaluation. The students’ anxieties were caused by four internal factors and five external factor. The internal factors were lack of confidence, shyness, lacks of motivation and fear of making mistake. The external factors were lack of preparation, limited vocabulary, grammatical error, friends/ classmate and embarrassment. Therefore, it can be concluded that anxiety and factors caused it influenced students’ ability in speaking English. It is suggested to English teacher to apply interesting methods to teach English speaking skill for students to avoid students’ anxiety in speaking English, and the teacher should create comfortable speaking class situation so that students can follow the speaking learning process.

Pengaruh Metode Eksperimen (Gejala Alam Banjir) terhadap Kemampuan Berpikir Kritis Anak di TK Aisyiyah Bebekan

Based on the results of field studies carried out through observation activities in learning at Aisyiyah Bebekan Kindergarten, it was found that there was a phenomenon of children's critical thinking abilities that were not optimal when learning in the room watching videos. children can’t focus when learning in the room. The percentage obtained between students who responded and those who responded less during reflection was 10% and 90%. In the observations we have observed, the method used is the experimental quantitative method. Therefore, it can be seen that using this experimental method greatly influences the effectiveness of learning, because it could be that when the video is broadcast, the class situation is less stable, so that the child's focus on learning is not focused on one object, in other words, the child's level of focus is less. The high knowledge of children is caused by the teacher using media in the learning process, namely audio-visual media (video). using non-experimental methods on natural phenomena it is known that the theme of flooding is the inability of children to mention the causes and effects of flooding by 71%.

Cultural Understanding of Infertility in the context of Bangladesh

This paper discusses the cultural understanding and socio-cultural definition of infertile people in the context of Bangladesh. The essence of motherhood and significance of child bearing are generally appreciated in the patriarchal society of Bangladesh. On the other hand, infertility and the consequences of infertility engaged the infertile people to be stigmatized. However, the consequences of infertility is much social than biological. Thus, the biomedical definition of infertile has been challenged by the cultural understanding of infertile. The dissimilar experiences of infertile life between men and women and class situation attributed the perception in explaining the overall condition of infertile people of Bangladesh. The paper explores the resilience and agency to minimize the stigma and grief of the infertile man and women.

대학생의 원격수업 적응에 관한 근거이론 연구

This study tried to develop a practical theory that can explain the experience of the adaptation process to the sudden non-face-to-face class situation caused by the COVID-19 pandemic. For this purpose, in-depth interviews were conducted with 14 students from the 20 ~ 21st grades, and the collected data were analyzed by applying the grounded theory method proposed by Strauss and Corbin (2001/2001). As a result of the analysis, 104 concepts, 20 subcategories, and 6 final categories were finally derived. As a result of this study, the core category was found to be ‘Overcoming the culture shock of remote classes independently. The causal condition is‘freshman looking forward to college life’, the central phenomenon is ‘non-face-to-face college life with COVID-19', the contextual condition is‘go to school in the corner of the room', the mediating condition is‘introspection and Finding Supporting Resources’, and the action/interaction is ‘efforts to adapt to remote class situations’. The result of 'adapting to life' was a face-to-face class waiting with half expectations and half concerns. And as a result of this study, the core category,‘Independently overcoming the culture shock of non-face-to-face class situations’was progressing in four stages according to the passage of time: excitement stage, confusion stage, adaptation stage, and acceptance stage. The results of this study are meaningful as basic data to prepare for the substantialization of future new normal distance education.

Work-Life Balance and Mental and Physical Health among Warsaw Specialists, Managers and Entrepreneurs.

Many studies have shown that low work-life balance (WLB) can be harmful to health. Poland is a country with one of the lowest indicators on the WLB scale among European countries but there are only a few studies about the connection between WLB and health. The present analysis aimed to answer the questions of whether the lower WLB among Warsaw's middle class correlates with poorer mental and physical health, and what life orientations and values typical of the middle class are related to work-life balance. Two surveys were conducted in the years 2003 and 2013 on the quota samples of 500 members of the Warsaw middle class: specialists, managers, and entrepreneurs. The current analysis has indicated the connection between a lower level of WLB and worse mental and physical health. Some middle-class life orientations are connected with a high WLB. The relationship between WLB and health was stronger in 2013 than in 2003. It can be considered a result of mentality and lifestyle changes and generational renewal. The study should be repeated in 2023 after the COVID-19 pandemic as the work situation of the middle class may have changed.

Exploring Female Pre-Service EFL Teacher’s Experiences with Content-Based Instruction: A Narrative Inquiry

The common problem of primary teachers in class situation is to create an effective learning environment by involving their competence to connect rational understanding, conceptual approaches, and adaptive considerations in delivering content material. In addition, the implementation of CBI in the context of teaching foreign languages requires teachers to have the ability to design content-based lesson planning and emphasize language skills. The study involved narrative research to explore the pre-working EFL female teacher experience with content-based instruction during the teacher preparation program. The study is based on theoretical concepts related to the professional knowledge of teachers about EFL and PCK (Pedagogical Content Knowledge) as the way EFL teachers describe their pedagogical knowledge. Data is obtained from various sources like: interviews, post-observation, learning diary, autobiography, and personal accounts. The data is then analyzed to generate evidence of how the participant actively applies CBI in teaching practice placement, how he creates class situation, and his aspirations about the future career of CBI. Three experience teachers of foreign language students with content-based instruction: exploring the identity/innovation interface” claim that the PCK enables students-teachers to implement CBI successfully.

Question Types and Questioning Tactics Used by Bright English Teacher during English Online Class

This study was conducted to determine what question types and questioning tactics the Bright English language teacher used in English online classes. In this study, the writers used Wragg and Brown’s (2001) theory of three question types and seven questioning tactics to analyze the data. This study was done using a qualitative approach. The findings showed that the teacher asked conceptual and empirical questions to students in online meetings. When asking questions, the teacher employed five questioning tactics: pausing and pacing, directing and distributing, listening to replies and responding, prompting and probing, and sequencing questions. In conclusion, the teacher's question types and questioning tactics were affected by the lesson’s topic and the class situation. For further research, the writers suggested that two or more learning groups with students from different grades could be analyzed in onsite and online learning environments.

The Token Ekonomy dalam Konseling Islam: Reduksi Perilaku Disruptif pada Siswa

Disruptive behavior of students in schools is of particular concern to educators and education staff. Disruptive behavior can disturb the class situation, shouting, fighting, being late for class, not paying attention during the learning process, etc. Several studies explain the use of economic tokens. The use of positive and negative reinforcement in the application of economic tokens can be carried out in Islamic counseling services to reduce disruptive behavior in students. This study examines economic tokens in Islamic counseling to reduce disruptive behavior in students. This study uses a qualitative research approach with the method of literature study. The research was carried out by collecting all reading material related to the problem being discussed in this study, then understanding it carefully and thoroughly to produce a finding in the research. Data analysis of the conclusions of this study uses content or content analysis. The study results show that implementing the token economy can be used through Islamic counseling services to reduce disruptive behavior. Using the application of economic tokens can strengthen the desired behavior and reduce disruptive behavior in students. An understanding of the implementation of economic tokens is important before implementing economic tokens in Islamic counseling services.

소설 속 프레카리아트 인물 읽기

Objectives The purpose of this paper is to analyze the characteristics of the character as a precariat, focusing on the unstable labor character in Cho Hae-jin's “Hana's Breath” (2019), and to derive the educational implications of reading a fiction based on the response of a college student reader.
 Methods The framework of the analysis of the character as a precariat in “Hana's Breath” is two perspectives, one is a political and sociological perspective that sees precariat as a ‘a-class-in-the-making’, and the other is an existential perspective that all human beings have no choice but to have precariousness, that is, vulnerability. The category of analyzing the characters in the fiction is, first, the description of the reality and situation in which precariat is placed as a new class, second, anxiety and alienation in the process of interacting with others as precariat, and third, existential vulnerability. The analysis of the reader's response was based on the precariat theory, and reflected the characteristics found inductively after repeatedly reading the critical essay.
 Results The fiction describes the social reality in which precariat appears, describes the feelings of anxiety and alienation caused by labor instability, and depicts human existential weakness beyond precarity at the political and social level. In response, the reader strongly recognized the class situation of the character as a social problem and expressed a critical consciousness about it. In addition, the reader felt an ethical consciousness to improve the current situation while sympathizing with anxiety and fear due to the persecution of the characters in the story, and expressed compassion for the inherent vulnerability of humans.
 Conclusions While reading fiction centering on the precariat characters, the reader can have a deeper understanding of the character's social context, recognize the responsibility as a community member, and acquire universal empathy.

Using Reading Circles to Connect Readers with Text Extensive Reading

Extensive reading course is a critical part of cultivating English majors’ language learning ability. Its teaching quality directly impacts students’ improvement of reading ability. Combined with autonomous learning theory, this paper aims to explore the practical meaning of introducing and practicing Reading Circles in extensive reading course and analyze its benefits to cultivate students’ autonomous reading ability and critical thinking ability. By applying this new teaching mode, it hopes to connect students with text and thus create a classroom environment in which students can interact with the text. It is expected to change the situation of teachers-oriented class and improve students’ core competence of reasoning, analysis and judgment.

Analysis of Causing Factors on Teachers’ Code Switching

Code switching is an intriguing phenomenon to investigate because it is a part of the development process and the use of multiple languages (bilingual). In the world of education, both at the middle and upper levels, the use of code switching can be done by teachers or students in the classroom. This research was conducted to find out the factors causing teachers to do code switching in the classroom. The research method applied in this study was qualitative research in the form of a case study. The writers selected the participants for this research by using a convenience sampling technique. There were two teachers of English at SMA Negeri 15 Palembang, and those teachers were selected as the participants to collect the data. In collecting data, the writers used interviews through open-ended questions. Then, the writers analyzed the data obtained from the interview using a theme code system in the form of table codes, synchronizing the data with the aspects and items that prevailed in the interview protocol. The result of this research based on the interviews showed that there are two factors causing teachers to do code switching. Two factors are linguistics and non-linguistics. Language linguistics factors are divided into language stagnation and a lack of students’ knowledge of vocabulary. Furthermore, non-linguistical factors are divided into the emotional condition of the teacher and the condition of the class situation. Keywords: Code Switching; Actors of Code Switching; Linguistics; Non-Linguistics.

Learning Related-Variables According to Online Classroom Types that Influence the General English Speaking Classroom

The influence between the diverse learning variables affecting the academic achievement of learners according to class types should be studied extensively for the effectiveness of the Korean online general English classroom. Therefore, within the overall online non face-to-face class situation due to the prolonged COVID-19 pandemic, for 15 weeks 80 Korean university students experienced general English classes according to the non face-to-face class format. The purpose of this study was to investigate learner interactions (student-to-student vs. student-to-instructor), their motivation and satisfaction levels, and their English speaking achievement with a particular focus on lecture types (real-time Zoom classes vs. video-recorded classes). In addition, learning variables which can affect English speaking achievement and satisfaction were measured using a survey. By studying these variables, which have been insufficient so far, the intention was to provide some implications for the effective online class operation for the university general English classroom.</br>Correlation analysis, t-test, and multiple linear regression were conducted, and the results were as follows: First, students’ interaction and academic achievements showed significant correlation and student-to-student and student-to-instructor interactions showed significant correlation. However, there was not any significant correlation between student-to-student interaction and their English speaking achievement. Second, significantly different lecture types had an impact on student interactions, their learning motivation, and academic achievements, but not on their level of satisfaction. Third, there were not any significant variables affecting course satisfaction, and student-to-instructor and student-to-student interactions had a significant effect on academic achievement. The 54.4% of English speaking achievement is explained through student-to-instructor and studentto-student interactions.</br>Therefore, lecturers should take into regard the students’ diverse learning related-variables, which can affect the online English speaking class, and try to enhance the students’ satisfaction, motivation, and interaction levels. By doing so, we hope to maximize the educational effect of the online English speaking classes.

코로나19 팬데믹 상황에서 고등학생의 수학성취에 영향을 미치는 변수의 성별차이 분석

Objectives The purpose of this study is to investigate whether there is a significant gender difference in the effect of variables that influenced high school students' math achievement during non-face-to-face remote classes due to the COVID-19 pandemic. Methods For the purpose, I analyzed the math scores of 10,523 high school students in the national level academic achievement test provided by the Korea Institute of Curriculum and Evaluation in 2020. For data analysis, a multi-group structural equation model and a hierarchical multiple regression model were applied, and the structural equation model analysis used parental influence, remote class form, and class activity as exogenous potential variables, mathematical value recognition and learning effort as parameters, and mathematical scores as endogenous variables. Hierarchical multiple regression analysis reviewed the increase in explanatory power by using sub-variables related to parental influence, remote classes, and class activities as independent variables. In addition, a bootstrapping method was applied to verify the mediating effect of mathematical value recognition and mathematical learning efforts. Results As a result of the multi-group structural equation model analysis, there was a significant gender difference in the relationship with parents, the type of distance class, and the influence of teachers' teaching activities on high school students' math value recognition and math learning efforts. Second, there was a significant gender difference in the effect of mathematical value recognition and mathematical learning efforts on mathematical grades. Third, there was a significant gender difference in the mediating effect of mathematical value recognition and mathematical learning efforts between exogenous variables and mathematical scores. Fourth, there was a significant gender difference in the effect of the subtype of remote class and the subtype of teacher's class activities on mathematical grades. Conclusions These results show that in order to improve high school students' math achievement in remote class situations due to the pandemic, a class design considering gender differences is necessary.