• 공학교육연구
• /
• 제17권6호
• /
• pp.20-29
• /
• 2014

The purpose of this study is to analyze the traits on the cognitive and affective learning style of university students. CALSIU(The Cognitive & Affective Learning Style Inventory for University School Students) by Kim, E. J. was modified for applying to university students and performed with 399 university students from three universities in Daejeon and Chungnam. Statistical analysis done in this study were ANOVA and Scheffe's test. Findings of the study are as follows : First, the students with high academic achievements have intuitive perception type, whole processing type, and deep storage & recall type. Secondly, the students with low academic achievement have strong non-academic learning type. Third, interaction attitude of affective learning styles is the important element to determine their academic achievement. The students with independent type get high academic achievements. Therefore, instructor should consider the learning styles of students, and it should be used to improve their teaching & learning strategy for better academic achievements of university students.

• 한국초등과학교육학회지:초등과학교육
• /
• 제29권4호
• /
• pp.389-400
• /
• 2010

This study is focused on analyzing effects of Self-regulated learning on Academic self-regulation, Science achievement and Science Related Affective Domains. The subjects of this study were sampled from fifth grades of a elementary school in Seoul, 61 students. One class (31 students) out of selected two classes was applied to Self regulated learning Teaching Model, the other (30 students) took conventional methods of teaching. The experiment proceeded for 21 weeks, 51 times of classes. According to the results of this study, Self-regulated learning improved the children's Academic self regulation ability. Self-regulated learning improved the children's science achievement. Self-regulated learning improved the children's Science Related Affective Domains. Furthermore, six distinct dimensions of Academic self-regulation have correlation with scientific attitudes, interests of Science Related Affective Domains.

• 한국과학교육학회지
• /
• 제24권1호
• /
• pp.171-182
• /
• 2004

The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

• 영어어문교육
• /
• 제1호
• /
• pp.129-157
• /
• 1995

I made a careful study of affective variables in foreign language learning Affective variables have not been adequately investigated in the study of second language acquisition. Egoism and inhibition are two egocentric factors which play important roles in foreign language learning. Three sociocultural variables. cultural factors, introversion / extroversion, and aggression may be keys to understanding the social nature of second language learning. And the emerging of cognition and affect in "cognitive styles", which vary within and among individuals, might account for varying degree of success in learning a second language. In the process of learning English. the students new to foreign language come to face the language barrier. though they express the deep interest and feel excited at the beginning stage. Of course, the several reasons can explain this fact. but more specially they can be explained in terms of such personal affective factors as age, aptitude, personality, and first of all, motivation. Also the socicultural factors between language and culture can be considered to the learner's aptitude toward the language. Affective factors of students are involved in personality. and personality and affective factors affect English learning. Affective variables of students affect the will to take part in English learning, and the rate of participation in English learning affect the fluency. If students feel inconvenience in English class, it is rarely that they run a risk. Students who do not run a risk in English class are short of spontaneous participation Consequently, it may have negative influence on the accuracy and the fluency of English. Therefore, teachers must be more influential in motivating students and specially attentive so that the students may not make the negative and inhibitive language learning attitude.

• 한국과학교육학회지
• /
• 제32권6호
• /
• pp.1039-1049
• /
• 2012

The first category of Affective Domain objectives in Bloom's Taxonomy is about "Receiving". In it, the first subdivision listed is "Awareness" (Krathwohl, Bloom & Masia, 1964). Since these categories are intended to be hierarchical in ascending order of internalization, it is important that young learners be given ample opportunities in their learning experiences in class to be aware of positive values and effective life skills. This paper reports a feasibility study on the adoption of an integrative cognitive-affective learning approach in a primary school science lesson. 37 primary six students in a Singapore primary school were taught the concept of centre of gravity, including a hands-on activity to find the centre of gravity of an irregularly shaped cardboard by using a plumbline. After reviewing how a plumbline works, their teacher then led them into a discussion on the question "Who is the plumbline in your life?" a reference to identifying positive role models in their lives. From the transcript of the students' in-class sharing and their written responses to the question, it is clear that the integrative cognitive-affective learning approach did enable students to present their ideas and learning experiences in the affective domain quite readily. This conclusion provides a valuable lead to a follow-up project on whether students who are exposed to such integrative learning approaches will be more capable and more aware of identifying important positive social habits or values. If so, then the teaching of values in schools could take on a whole new dimension, that of borrowing students' learning energy in the cognitive domain to learn values and life skills in the affective domain.

• East Asian mathematical journal
• /
• 제38권2호
• /
• pp.215-240
• /
• 2022

In this study, we proposed a learning-centered DIY mathematics instruction for students to actively design instructions and developed important competencies. The research problems of this study were as follows. First, how did learning-centered DIY mathematics instruction affect math academic achievement? Second, how did learning-centered DIY mathematics instruction affect the affective domain? Third, what was the reaction of students to the implementation of the learning-centered DIY mathematics instruction? For this purpose, this study was conducted with 58 students in 2 classes of 2nd grade of 00 High School located in 00 Metropolitan City. As a result of the study, first, it could be seen that the study group that taught the learning-centered DIY mathematics instruction was very helpful in the change of mathematics academic achievement compared to the comparative group who taught the explanatory instruction based on traditional textbooks. Second, the research group showed a significant improvement in the affective domain compared to the comparison group. Third, the responses of the students in the research group through the learning-centered DIY mathematics instruction improved in a positive direction, and there were some negative responses.

• 벤처혁신연구
• /
• 제1권1호
• /
• pp.165-179
• /
• 2018

본 연구는 침묵행동이 팀학습에 영향을 미치는 과정에서 정서몰입의 매개 효과를 확인하고자 하였다. 팀 구성원의 침묵행동은 조직의 효과성에 부정적인 영향을 미칠 수 있다는 점에서 팀 리더는 침묵행동에 주의를 기울여야 한다. 본 연구는 국내 기업의 직원 106명에게 설문조사를 실시하여 자료를 수집했으며, 연구 결과는 다음과 같다. 첫째, 침묵 행동은 정서적 몰입에 부정적인 영향을 미치는 것으로 나타났다. 둘째, 침묵행동은 팀학습에 부정적인 영향을 미치는 것으로 나타났다. 마지막으로 정서몰입은 침묵행동과 팀학습 간의 관계에서 매개 역할을 하는 것으로 나타났다. 이는 침묵행동은 팀학습에 직접적으로 부정적인 영향을 미치기도 하지만, 1차적으로 정서적 몰입에 부정적인 영향을 미치고 2차적으로 팀학습에 영향을 미치기도 한다는 것을 의미한다. 따라서 조직에서 팀학습을 증진시키기 위해서는 팀의 침묵 수준을 낮추는 노력뿐만 아니라 정서적 몰입 수준을 높이는 방안도 고민해야 할 것이다. 본 연구의 시사점과 제한점, 그리고 향후 연구 과제에 대해서 논의하였다.

• 한국수학교육학회지시리즈A:수학교육
• /
• 제55권3호
• /
• pp.357-382
• /
• 2016

The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.

• 컴퓨터교육학회논문지
• /
• 제10권4호
• /
• pp.125-133
• /
• 2007

인간-컴퓨터 상호작용에서 감성 기술(affective computing)을 도입하기 위한 연구가 이루어지고 있다. 정의적인 측면에서 감성적 기억은 인지적 처리 활동에 큰 영향을 미친다. 본 연구에서는 이러닝 환경에서의 학습자의 감성에 따른 정서적 피드백이 학업 성취도에 미치는 영향을 살펴보기 위하여 인간 교사가 면대면 학습 환경에서 제시하는 정서적 피드백 메시지를 선정하고 이를 콘텐츠에 적용한 시스템을 구현하였다. 학습자의 감성을 알아내기 위해 버튼을 이용한 자기 보고 방법을 사용하고 선정된 정서적 피드백을 제공할 수 있는 시스템을 교실수업에 적용한 결과 이러닝 환경에서 느끼는 학습자의 감정에 정서적 피드백을 제공하는 것이 학업 성취도에 긍정적인 영향을 줌을 알 수 있었다.

• 영어어문교육
• /
• 제12권1호
• /
• pp.55-75
• /
• 2006

This paper attempts to discuss the complex nature of social contexts regarding English language education in Korean middle school and to demonstrate the affective factors that should be considered to find appropriate approaches within the context. To do this, a questionnaire survey was conducted among 85 middle school students regarding learners' motivation, and attitudes toward EFL learning. Additionally, teachers in secondary school were asked about the general circumstances of English language education. Findings indicate that in spite of the participants' high instrumental motivation, they rather show a negative attitude toward English learning. This paper intends to raise practitioners' attention to the fact that the effect of learners' affective variables on EFL learning seems distinctive depending on the host country's EFL contexts.