• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.140-161
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• 2014

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into 'learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres'. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student's learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

• 한국산학기술학회논문지
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• 제19권1호
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• pp.477-485
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• 2018

본 연구에서는 초등학생의 두뇌 특성 및 기제를 고려하고 뇌과학에 근거한 뇌교육 기반 학습 프로그램을 단기간의 캠프 형태로 적용함으로써 초등학생의 자기주도적 학습 능력과 태도를 향상시키는데 그 연구의 목적이 있었다. 이를 위해 본 연구는 전국 초등학생 4, 5, 6학년을 대상으로 2박 3일 동안 뇌교육 기반 학습캠프 프로그램을 실시하였다. 2017년 2월 3일부터 5일까지 6학년 45명, 2017년 2월 22일부터 24일까지 4, 5학년 56명, 총 101명을 대상으로 두 차례 진행하였다. 본 연구의 결론을 제시하면 다음과 같다. 뇌교육 기반 학습캠프 프로그램이 초등학생의 자기주도적 학습 능력과 학습 태도를 향상시키는데 효과가 있는 것으로 나타났다. 첫째, 뇌교육 기반 학습캠프 프로그램은 뇌체조, 호흡, 명상을 통해 학습 집중력을 높일 수 있다. 둘째, 뇌교육 기반 학습캠프 프로그램 중에서 '브레인스크린(Brain Screen)'이라는 심상훈련을 통해 기억력을 향상시킬 수 있다. 셋째, 뇌교육 기반 학습캠프 프로그램을 통해 공부를 해야 하는 이유와 학습동기를 부여함으로써 '내 공부는 내가 한다' 라는 자기주도적 공부철학을 확립시킬 수 있다.

• 한국조리학회지
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• 제24권3호
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• pp.144-155
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• 2018

This study was conducted to explore the direction of culinary education based brain-based education with analysis of comprehensive research. Questionnaire was completed by frequency analysis, factor analysis, reliability analysis and regression analysis by using SPSS 21. The purpose of this study was to investigate the educational system for creative development through cooking sources and to develop brain-based learning theory, and thus to generate the characteristics and effects of the practice in culinary educational context. The basic principles of brain- based learning are brain plasticity, emotional brain, and ecological brain. Students need to be able to enrich their understanding of social interaction so that social brain's function will be activated through consistent and high-quality feedback. Likewise, students should be capable of collecting everything what they have learned. Defining main ideas and goal of the lesson, four factors were derived from development of competency, personality, application, and diversity. Regarding to the result of this study, the implications for the development of a brain-base program were suggested.

• 한국초등과학교육학회지:초등과학교육
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• 제26권1호
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• pp.49-62
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• 2007

The higher cognitive functions of the human brain including teaming are hypothesized to be selectively distributed across large-scale neural networks interconnected to the cortical and subcortical areas. Recently, advances in functional imaging have made it possible to visualize the brain areas activated by certain cognitive activities in vivo. Neural substrates for teaming and motivation have also begun to be revealed. Functional magnetic resonance imaging (fMRI) provides a non-invasive indirect mapping of cerebral activity, based on the blood- oxygen level dependent (BOLD) contrast which is based on the localized hemodynamic changes following neural activities in certain areas of the brain. The fMRI method is now becoming an essential tool used to define the neuro-functional mechanisms of higher brain functions such as memory, language, attention, learning, plasticity and emotion. Further research in the field of education will accelerate the verification of the effects on loaming or help in the selection of model teaching strategies. Thus, the purpose of this study was to review brain study methods using fMRI in science education. In conclusion, a number of possible strategies using fMRI for the study of elementary science education were suggested.

• 한국산학기술학회논문지
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• 제12권8호
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• pp.3497-3502
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• 2011

이 연구는 BGA 교육프로그램을 통하여 유아들의 뇌발달에 미치는 영향을 개인이 지닌 뇌신경 생리학적 지표인 뇌파 측정을 이용하여 연구 하였다. 대상자는 2010년 7월에서 2010년 12월까지 S시, W시 유치원 원아 200명(실험군 100명, 대조군 100명)을 기준으로 선정한 자료이다. BGA 교육 프로그램은 일주일에 3회씩 6개월 동안 진행하였으며 1회교육시간은 30분 정도이다. BGA 교육 프로그램 적용 전과 후의 뇌발달 변화는 시계열 선형 분석을 통하여 비교하였으며 연구 검증 결과. BGA 교육 프로그램을 적용한 원아들의 뇌기능에서 유의미한 차이를 보였다. 이 결과는 BGA 교육 프로그램이 유아들의 뇌 발달에 긍정적인 영향을 미쳤다고 본다.

• 한국간호교육학회지
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• 제20권4호
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• pp.617-627
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• 2014

Purpose: Brain-based learning has become increasingly important in nursing education. The purpose of this study is to (a) synthesize the literature on brain-based learning in nursing education using Whittemore and Knafl's integrative review method, and (b) discuss teaching strategies for nursing educators. Method: Searches were made through the CINAHL, OVID, PubMED, and SCOPUS databases using the terms $nurs^*$ AND (brain based OR neuroscience) AND ($educa^*$ OR $learn^*$ OR $teach^*$). Included were original articles in the domain of undergraduate nursing education written in English in peer-reviewed journals between January 1984 and December 2013. Twenty-four papers met the criteria. Results: Three themes were retrieved: (a) activate whole-brain functions, (b) establish supportive educational environments, and (c) encourage learners to be more active. Conclusion: Brain-based learning enhances the learning capabilities of undergraduate nursing students.

• 한국과학교육학회지
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• 제29권3호
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• pp.348-358
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• 2009

The purpose of this study was to investigate brain activation pattern and functional connectivity network during experimental design on the biological phenomena. Twenty six right-handed healthy science teachers volunteered to be in the present study. To investigate participants' brain activities during the tasks, 3.0T fMRI system with the block experimental-design was used to measure BOLD signals of their brain and SPM2 software package was applied to analyze the acquired initial image data from the fMRI system. According to the analyzed data, superior, middle and inferior frontal gyrus, superior and inferior parietal lobule, fusiform gyrus, lingual gyrus, and bilateral cerebellum were significantly activated during participants' carrying-out experimental design. The network model was consisting of six nodes (ROIs) and its six connections. These results suggested the notion that the activation and connections of these regions mean that experimental design process couldn't succeed just a memory retrieval process. These results enable the scientific experimental design process to be examined from the cognitive neuroscience perspective, and may be used as a basis for developing a teaching-learning program for scientific experimental design such as brain-based science education curriculum.

• 한국과학교육학회지
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• 제29권7호
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• pp.751-758
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• 2009

The purpose of this study was to investigate brain activation pattern and functional connectivity network during classification on the biological phenomena. Twenty six right-handed healthy science teachers volunteered to be in the present study. To investigate participants' brain activities during the tasks, 3.0T fMRI system with the block experimental-design was used to measure BOLD signals of their brain. According to the analyzed data, superior, middle and inferior frontal gyrus, superior and inferior parietal lobule, fusiform gyrus, lingual gyrus, and bilateral cerebellum were significantly activated during participants' carrying-out classification. The network model was consisting of six nodes (ROIs) and its fourteen connections. These results suggested the notion that the activation and connections of these regions mean that classification is consist of two sub-network systems (top-down and bottom-up related) and it functioning reciprocally. These results enable the examination of the scientific classification process from the cognitive neuroscience perspective, and may be used as basic materials for developing a teaching-learning program for scientific classification such as brain-based science education curriculum in the science classrooms.

• 한국초등과학교육학회지:초등과학교육
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• 제30권4호
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• pp.562-573
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• 2011

The purpose of this study was to examine the effects of teaching-learning programs from the perspective of brain-based learning science. Four units in 5th grade elementary science programs of the Revised 2007 National Curriculum were selected as contents to study. As the brain-based learning science analysis method, equations of the brain compatibleness index (BCI) and contribution degree on the brain compatibleness index (BCICRE) were applied to them. This study showed that there were qualitative and quantitative differences among the analyzed teaching-learning programs through the unit and curriculum. The results showed that hands-on activities like experiments or open inquiry activities improved their evaluation of the teaching-learning programs. From the analyzing, teachers can judge whether each teaching-learning program made considered the brain of the learners. Furthermore, this study can provide useful information to consult of various science teaching-learning programs brain-based learning.

• International Journal of Knowledge Content Development & Technology
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• 제9권1호
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• pp.57-79
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• 2019

This study attempts to seek a solution, in terms of brain science, to stimulate reading activities of men to whom no attention has been given from the field of reading. In order to do so, brain pattern, reading tendency, reading preference, reading effectiveness and influence of reading were analyzed. As a result of the analysis, first, it showed that respondents' characteristics did not affect brain patterns, but school and social influences on reading were found to affect brain patterns. Second, reading propensity according to gender was observed to be different in terms of personal health, personal self - esteem, and cultural artistry. On the other hand, reading effectiveness was found to be different in terms of reading engagement and the willingness to continue reading whereas reading propensity according to the brain pattern was different in books related to humor and family matters. Third, reading satisfaction, reading engagement and willingness to continue reading all were observed to affect the reading activities of men. Suggesting measures to stimulate reading activities of men based on such findings, first, implementing dynamic reading education programs and finding reading models for men are needed. Second, when selecting books for reading program operations, books should be recommended according to gender rather than being selected en bloc by libraries. Third, since reading education at home shows high influences on both male and male-type brain pattern, the starting point of reading education should be made at homes. In particular, fathers, who can become a role model for men, need a reading role model, and reading education programs for fathers are also required.