• Communications of Mathematical Education
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• v.14
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• pp.177-195
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• 2001

인간의 교수${\cdot}$학습은 본질적으로 뇌 기능과 많은 관련을 맺고 있기 때문에 뇌-기반 학습에서는 우리의 뇌가 최적으로 학습하는 방식에 기초해 접근을 시도한다. 지난 30년간의 뇌에 대한 연구는 교수${\cdot}$학습에 대해서 이용할 만한 많은 정보를 제시하고 있다. 많은 교육연구가들은 뇌 연구를 기초로 뇌가 최적으로 학습하는 뇌-친화적 환경을 도입하였고, Politano & Paquin(2000)은 현행교실에 실제로 이용 가능한 뇌-기반 환경을 창조하기 위한 기초로서 10가지 요소를 제시하면서 뇌-기반 학습에서 학습자는 자신에게 익숙한 학습감각을 가지고 있으며 그것을 통한 학습이 효과적임을 말하였다. 수학교육에서도 이와 같이 뇌-기반 학습을 배경으로 하는, 학습자의 학습감각을 고려한 교수${\cdot}$학습이 의미있다고 할 수있다. 본 연구에서는 뇌기반 학습의 의미를 고찰하고, 제 7차 교육과정이 실행되는 초등학교 4학년, 중학교 2학년, 고등학교 1학년에 교실에 대한 학습감각을 조사하였으며, 수학 교실에서 학습자의 학습감각을 고려한 수업활동을 제시하였다.

• Korean Journal of Cognitive Science
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• v.17 no.4
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• pp.375-398
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• 2006

Humans learn by observing, hearing, imitating, doing, and feeling. The brain(cortex) is the central tore of this process. The recent rapid progress of brain science and the active interdisciplinary collaboration between brain science and cognitive science opens a new possibility. That is a new research Held called 'Brain-Based learning Science', 'Edutational Neuroscienre', or 'NeuroEduration' This study reviews the nature and basic assumptions of brain-based learning science, current directions in educational neuroscience research, the neuro-myths, educational implications of neuroscience, and a possibility of making a meaningful connection between brain science and education. Also the future prospects and limitations of the brain-based learning science are discussed.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.601-603
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• 2018

Studies are under way to understand how the brain learns and how it works most effectively through the development of brain science. The purpose of this study is to apply brain - based learning principles as a way to effectively overcome the characteristics of the programming lesson and the difficulties that arise during the practice. In other words, by applying the brain-based learning principle appropriate to the characteristics of the Android programming class, the teaching and learning is designed so that the learner can effectively learn the programming.

• Proceedings of the Korea Multimedia Society Conference
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• 2003.05b
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• pp.389-392
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• 2003

MRI 영상은 뇌의 해부학적 정보와 기능적인 정보를 제공하는 유용한 도구이다. MR 뇌 영상은 2차원 영상뿐만 아니라 3차원 영상도 임상적으로 중요하다. MR 영상에서 뇌영역의 추출방법으로는 형태학적인 방법, 히스토그램을 이용한 방법, 에지 정보를 이용한 방법, 지식 기반을 이용한 방법들이 있다. 본 논문에서는 region growing을 이용하여 MR 영상에서 뇌 영역을 추출하였다. 3차원 가시화를 위하여 오픈 소스인 VTK를 이용하여 Ray Casting 알고리즘으로 구현하였다. 그리고 의료영상에서 사용되는 각종 단면을 3차원 뇌 영상에서 재구성하였다. 256×256 크기의 71 뇌MR 영상 70장을 이용하여 실험하였다. 향후 연구과제로 MR 영상에서 뇌 영역추출방법과 원영상의 전처리 과정의 연구가 필요하다.

• Communications of the Korean Institute of Information Scientists and Engineers
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• v.22 no.2
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• pp.5-19
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• 2004

사람의 뇌에 관한 연구는 고대 그리스 시대에서부터 제기 되어왔으며, 사람을 해부하여 인간의 뇌가 수많은 뉴런으로 이루어 졌다는 것을 밝혀내었다. 이 뉴런들의 활동에 의하여 전기적 신호가 발생한다는 것을 알았고, 인간의 모든 행동, 학습, 사고, 기억활동을 제어하는 뇌의 기능을 이해하기 위한 연구가 계속되었다.

• Journal of Practical Engineering Education
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• v.12 no.1
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• pp.41-47
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• 2020

This study aims to investigate effects of brain-based learning. 27 primary studies were selected through rigorous search process and analyzed through meta-analytic methods. Research findings are as follows. First, the total effect size was .67. Second, the effect of dependent variables was academic achievement, cognitive domain, and affective domain in order. Third, with respect to types of cognitive domain, the effect was self-regulation, creativity, competence, communication, and research ability in order. Fourth, the effect of affective domains was sociality, learning interest, and subject attitude in order. Fifth, regarding development of cognitive ability, the effect size was combined, brain training, learning environments, and right brain activities in order. Sixth, the effect of learning activities was memory improvement and attention enhancement in order.

• The Journal of the Korea Contents Association
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• v.3 no.3
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• pp.85-97
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• 2003

Medical tomography images like CT, MRI, PET, SPECT, fMRI, ett have been widely used for diagnosis and treatment of a patient and for clinical study in hospital. In many cases, tomography images are scanned in several different modalities or with time intervals for a single subject for extracting complementary information and comparing one another. 3D image registration is mapping two sets of images for comparison onto common 3D coordinate space, and may be categorized to marker -based matching and feature-based matching. 3D registration of brain images has an important role for visual and quantitative analysis in localization of treatment area of a brain, brain functional research, brain mapping research, and so on. In this article, marker-based and feature-based matching methods which are often used are introduced.

• Korean Journal of Child Education & Care
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• v.17 no.2
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• pp.45-73
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• 2017

The purpose of this study was to suggest the effects of early childhood design program based on brain-compatible learning principles. Subjects were thirty-six children from two class of I kindergarten and S kindergarten in K city. One class was assigned to an experimental group and had early childhood education program activities based on brain-compatible learning principles and the other class was assigned to a comparative group the general art education program activities. The results of this study are as follows. First, there was a significant difference between the experimental group and the comparative group in their fluency, originality, sensitivity of creativity. Second, participants in the experimental group also score higher on the helpful act, communication skill, sharing skill, empathy, and regulation of emotion. Therefore, early childhood design education program based on brain-compatible learning principles should be considered as a meaningful alternative method for promoting children's creativity and prosocial behaviors.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.616-626
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• 2022

This study aims to investigate the effect of the application of the brain-based learning model on the self-efficacy, creative problem-solving ability, and academic achievement of elementary school students in science classes. The participants consisted of 22 students from one class (experimental group) and 22 students from another class (comparison group) of J Elementary School in B Metropolitan city. The experimental group conducted science classes that applied the brain-based learning model, and the comparison group conducted general explanatory science classes according to textbooks and the guide books of the teachers. The study found that science classes that applied the brain-based learning model exerted positive effects on the three abovementioned skills. Based on the results, the study confirmed that the application of the model is an effective learning tool that increases the self-efficacy, creative problem-solving ability, and academic achievement of for elementary school students in science classes.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.18 no.3
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• pp.215-222
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• 2017

The study aimed to determine the characteristics of human brains and to identify the students' aptitude and interests by developing and applying the program for recognizing students' desired future careers. A total of 135 students (59 elementary school children and 76 middle school adolescents) were surveyed for 2 days and 1 night. The study conclusions are as follows. First, the program proved effective in forming the constructive recognition for their future jobs because they could explore careers in the future and because they could raise their consciousness of perspectives on careers. Second, the program makes it possible to explore future jobs that are appropriate to them based on their aptitude and interests and to enhance their career competencies. Further research is required because more consideration is needed. First, the present research applied the same program to all student participants despite the differences in developmental levels. Therefore, future research needs to involve elements that reflect their distinct psychological proficiency levels. Second, to show the evidence of the effectiveness, further studies need to focus on diverse dependent variables that may influence the results other than their distinct psychological proficiency levels.