• 인간식물환경학회지
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• 제21권6호
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• pp.523-532
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• 2018

In order to actively apply horticultural therapy to vocational education base schools, this study applied the learning theories based on behaviorism, cognitivism, and constructivism to improve the vocational skills of high school students with intellectual disabilities. The horticultural therapy program was carried out in total 12 sessions with three groups composed of 20 students each: 20 in the control group, 20 in the experimental group with a normal horticultural program, and 20 in the experimental group with a horticultural therapy program which applied the learning theories based on behaviorism, cognitivism, and constructivism. The results were analyzed with SPSS 12.0 using the Interpersonal Negotiation Strategies evaluation tool. The study found that in terms of interpersonal relationship, there was no significant difference between the pre and post tests within each group. However, in the post tests among the three groups, there was no significant difference between control group and experimental group with normal horticultural program (p=.82), but there was a significant difference between the control group and experimental group with the horticultural therapy program applying the learning theories based on behaviorism, cognitivism (p=.03). This proved that the horticultural therapy program applying the learning theories based on behaviorism, cognitivism is effective for improving interpersonal relationship. Ultimately the program is expected to be continuously, and systematically improved and applied as a learning method contributing to developing the basic vocational skills of persons with intellectual disabilities.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제8권4호
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• pp.293-307
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• 2004

Psychological and social theories have influenced on making sense of teaching and learning of mathematics. This paper analyzes major influences of such theories - behaviorism cognitivism, and situativity - on mathematics education. Instead of reviewing the theories perse, it intends to explicate how different perspectives have shaped our understanding of mathematics education both in theory and in practice. Given that the current mathematics education reform ideas are theoretically based on the constructivist and the sociocultural perspectives, the main focus is given on cognitivism, situativity, and various coordinations between the two. Exploring about psychological and social theories in the context of mathematics education is expected to enrich our understanding of where we have come from and where we are going.

• 한국학교수학회논문집
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• 제25권3호
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• pp.243-260
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• 2022

본 글은 수학교육 지식체계의 교육적 배경이 되는 행동주의, 인지주의 중심의 수학학습심리학과 구성주의에 대한 세 가지 관점의 문헌 연구이다. 첫 번째는 수학교육과 학습심리학의 관계를 시대적 흐름으로 따라가 보는 것이고, 두 번째는 학교수학에 대한 객관주의와 구성주의의 입장을 들여다보았으며, 세 번째는 학습이론의 시각에서 바라보는 수학학습심리학과 구성주의이다. 그리고 이를 토대로 수학교육적 시사점을 논의해 보고자 하였다.

• 디지털콘텐츠학회 논문지
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• 제18권8호
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• pp.1677-1684
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• 2017

본 논문에서는 하수철[2, 3]의 연구인 기능성 게임의 교육학적 분석을 통해 얻은 사항과 행동주의(behaviorism), 인지주의(cognitivism), 구성주의(constructivism), 상황학습(situated learning) 및 다른 이론 등의 학습 이론과 결합을 시도하였다. 또 앞서의 연구를 기초로 삼고, 학습 이론을 이용한 모델 및 다른 연구 등으로부터의 이론과 연구를 근거로 하여 기능성 게임의 교육학적 요소들을 제안하고 있다. 이 제안 요소들을 기능성 게임인 GSS(Global Startup Simulation)에 대한 사례 연구를 하였고, 이를 통해 학습을 하는 학습자의 설문 평가를 통해 그 결과를 확인하였다.

• 한국가정과학회지
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• 제7권1호
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• pp.101-111
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• 2004

The purpose of this study is to compare overall educational belief and teacher's job satisfaction of day-care teachers. The subject of this were 112 day-care teachers in the Jeonbuk areas. The data were collected using Questionaries and analyzed by the statistical methods of frequencies, percentages, a Chi-square, ANOVA with SPSS pc program: The research Questions were as follows; 1. As the result of the investigation that what is the educational belief of the day-care theacher according to the marital status, academic background, the type of license, and the type of day-care centers\ulcorner 2. Is there any difference in teacher's job satisfaction of day-care teachers according to teachers education belief\ulcorner The main results of this study were as follows: 1. There was not difference in the teacher's educational belief of day-care teachers according to the marital status, academic background, the type of license, and the type of day-care centers in the Jeonbuk province. 2. Day-care teachers who have maturationism education belief was more than behaviorism education belief and interactionism education belief. 3. In the difference between teacher's belief of day-care teachers and job satisfaction of day-care teachers, the teacher who has interactionism, maturationism educationa belief has higher job satisfaction than the teacher who has behaviorism educational belief.

• 한국수학교육학회지시리즈C:초등수학교육
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• 제2권1호
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• pp.15-26
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• 1998

Teachers beliefs for the mathematics can have a powerful impact on how children go about learning mathematics, and theirs mathematical beliefs and abilities. In this study, \circled1 to divided teacher's mathematical beliefs into three - absolutism, progressive absolutism, constructivism - and to search into a theoretical characteristic, \circled2 to analyze and criticize the problems of the behaviorism and to investigate a point of basic view of the constructivism on mathematics education, \circled3 to suggest teacher's a role in mathematics learning be based on the constructivism perspective .

• 한국지역사회생활과학회지
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• 제28권1호
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• pp.115-130
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• 2017

This study was conducted to examine the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness. The sample included 308 early childhood education major students, and the data were collected using the Modified Orientation to Teach Survey (MOTS), Teaching-belief type scale, and self-directed learning readiness scale. A statistical analysis included correlation analysis and stepwise multiple regression analysis. The results were as follows: 1) analysis of the relationship between pre-service early childhood teacher's motivations of choosing a teaching profession, educational belief, and self-directed learning readiness conveys that intellectual stimulation and self-directed learning had the strongest relationships while nature of work had the weakest. For educational belief and self-directed learning readiness, maturationism and interactionism showed significantly positive correlations while behaviorism displayed a negative correlation. Behaviorism had a significantly negative correlation with openness for challenge, a sub-factor of self-directed learning. 2) Analysis of the effect of pre-service early childhood teacher's motivations of choosing a teaching profession and educational belief on self-directed learning readiness indicates that pre-service early childhood teacher's motivations of choosing a teaching profession had a stronger effect on self-directed learning. These results suggest the following: successful performance as an early childhood teacher not only requires receiving institutionalized education but also self-directed learning while working as an early childhood teacher.

• 한국컴퓨터정보학회논문지
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• 제13권6호
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• pp.69-76
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• 2008

인터넷은 시간과 공간에 제약받지 않으면서 인간이 원하는 일을 처리할 수 있게 해주는 필수적인 매체로 자리잡고 있다. 교육 분야 역시 정보통신 기술 발달의 영향을 많이 받고 있으며 CAI, 원격강의, e-러닝 등 새로운 분야들이 끊임없이 출현하고 있다. 교육 분야의 발전과는 달리, 학습 평가방법에 있어서는 다양한 시도가 이루어지지 못하고 지필시험에 대한 정답률에 전적으로 의존하고 있으며 학습활동과정 및 학습자 수준 등에 대한 부분은 반영되지 못하였다. 학습 평가는 학생의 학습능력 수준을 파악할 수 있고 그에 맞는 교수법을 사용하거나 새로운 학습 프로그램을 개발하는데 중요한 정보를 제공한다. 본 논문에서는 행동주의 학습이론의 평가방식에 의존하고 있는 기존 학습평가 시스템의 한계점을 개선하기 위하여 구성주의를 도입하여 학습활동을 평가점수에 반영할 수 있는 웹기반 학습평가시스템을 구축한다. 이를 통하여 학습자의 학습 이해도 뿐만 아니라 학습 관심도에 대한 분석 평가를 할 수 있다. 본 연구에서는 전통적인 행동주의 학습이론 평가방식과 함께 구성주의 학습이론 평가를 도입하기 위하여 교사에 의해 학습평가요소 및 반영비율을 설정하는 기능을 구현하고 이를 최종 평가점수에 반영되도록 하였다.

• 융합정보논문지
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• 제10권2호
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• pp.21-31
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• 2020

본 연구는 대학생 집단을 대상으로 스마트폰 기반으로 상용화된 걷기 어플리케이션(이하 앱)의 효과성을 무선통제연구방법을 통해 검증하는 것을 목적으로 한다. 본 연구에서는 3개의 상용화된 앱(금전적 보상 앱, 목표설정과 피드백 앱, 게임형 앱)을 선정하고, 자기관찰집단을 통제집단으로 구성하였다. 총 66명의 대학생 참가자가 4개 집단에 무선할당되었고, 실험참가를 완료한 45명의 자료가 분석에 포함되었다. 종속변인은 기저선 및 8주 차에 수집된 걸음수, 실험 전후에 자기보고를 통해 측정한 학업빈도, 계획 완수 빈도, 걷기 활동량 점수, 앱 사용 첫째 주와 마지막 주(8주차)에 자기보고를 통해 수집된 앱 사용량 및 앱 만족도 점수였다. 반복측정변량분석 결과, 걸음수 및 계획 완수 빈도, 걷기 활동량 점수에서 시간에 따른 변화와 집단 간 상호작용이 유의하였고, 앱 사용량 점수에서는 주효과만 유의하였다. 목표설정-피드백 앱 집단과 게임형 앱 집단은 걸음 수와 계획 완수 빈도에서 일관된 증진을 보였다. 본 연구는 상용화된 걷기 앱에 대한 첫 효과성 검증연구로서, 행동주의이론이 모바일 헬스(mHealth) 영역에 체계적으로 활용될 수 있음을 시사한다.

• Safety and Health at Work
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• 제8권4호
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• pp.398-401
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• 2017

Background: Organizational ostracism is defined as a violation of norms that we are suggested to acknowledge at the workplace. It results in the exclusion of one person or multiple persons, and causes damage to our innate need to belong. This kind of behaviorism can be engaged through a hierarchical or nonhierarchical relationship. Three elements interact in the framework of organizational ostracism: the actor, the target, and the institution. Our aim was to describe the different factors interacting with every element in order to produce recommendations targeting to prevent the occurrence of such behaviorism in an institution and to help targets of such a violence in order to handle this situation and go forward. As psychological impact of ostracism has frequently been studied in the literature, we focused on its impact on professional tasks. Methods: We performed a questionnaire-based study about organizational ostracism. This questionnaire was established through an online platform (https://www.sondageonline.com) and made available through the following link: https://goo.gl/forms/KrkVXe3bMEc79cau2. A keyword was sent to all participants. We created a 23-interrogation questionnaire with open and short questions. Nonwritten consent was obtained from all participants. Results: The actor of ostracism engaged in ostracism, in most of the cases, with other persons without a real purpose. The actor of ostracism had an antecedent of problematic relationship at work in 82.9% of the cases. Of the participants, 58.5% were of the view that ostracism aimed to cause hurt and isolate them. Professional isolation was observed in 58.5% of the cases; 51.2% of the participants tried to improve their work potential and explained their reaction by an intrinsic motivation. The organization atmosphere was judged to be bad in most of the cases. Conclusion: Our study showed that ostracism was mainly observed in public practice.