• 한국과학교육학회지
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• 제22권5호
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• pp.923-943
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• 2002

The purpose of this study was to investigate the relation between the levels of cognitive conflict and students' conceptual change. In this study, 30 Korean high school students were selected from 450 10th graders by examining the pretest results. Two different strategies were used to induce cognitive conflicts in students, an anomalous or conflict situations; demonstrations and logical arguments against students' preconception. After arousing the students' cognitive conflict, the level of cognitive conflict was rated. Pretest, post-test and delayed post-test were administered to check the conceptual change. The tests consisted of 5 items in mechanics and electricity, respectively. Therefore, the demonstration method showed effective conceptual change, more than the logical argument method did. Students changed their conceptions more easily and frequently in the area of mechanics than in electricity. Students who showed higher levels of cognitive conflict indicated more positive conceptual change than those who showed lower conflict levels. 59 cases (56%) out of 105 who experienced high levels of cognitive conflict were changed into scientific conceptions one month later; however only 16 cases (35%) out of 46 who experienced low levels of cognitive conflict changed into scientific conceptions. Students who experienced higher levels of cognitive conflict showed higher rates of conceptual change. It could be concluded that designing instruction to induce cognitive conflict is a useful strategy to promote conceptual change.

• 대한물리의학회지
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• 제7권2호
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• pp.149-155
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• 2012

Purpose : The purpose of this study was to analyze the correlations among bone mineral density(BMD), serum lipid levels, and cognitive function in the elderly with dementia. Methods : We recruited seventy elderly with dementia(men=35, women=35) to participate in the Korean mini mental state examination(K-MMSE). Their T-scores and serum lipid levels were analyzed for correlation analysis. Results : The results of this study showed that there are significant correlations between cognitive function and three factors BMD, low-density lipoprotein cholesterol(LDL-C) level, and total cholesterol(TC) level. The cognitive function scores increased proportionally with BMD but were inversely proportional to LDL-C and TC levels. There were no significant relations among cognitive function, high-density lipoprotein cholesterol(HDL-C) level, and triglyceride(TG) level. Conclusion : These results indicate that there is a direct proportionality between cognitive function and BMD and inverse proportionalities between cognitive function and LDL-C level and between cognitive function and TC level. Therefore, these levels can be indices for preventing and predicting dementia.

• 한국과학교육학회지
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• 제22권1호
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• pp.12-21
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• 2002

이 연구의 목적은 정량적 현상제시와 정성적 현상제시를 하였을 때, 중학교 학생들의 갈등 정도를 알아보는 것이다. 연구 대상은 부산광역시 소재의 중학교 2학년 297명 을 대상으로 하였다. 검사 문항은 역학의 작용반작용 문항과 전기의 전구의 불의 밝기를 비교하는 문항을 사용하였고, 인지적 갈등을 측정하는 검사지는 권혁구(1999) 등이 개발한 도구를 사용하였다. 먼저, 정량적 현상제시 집단과 정성적 현상제시 집단의 인지갈등 점수를 비교해 보았다. 그리고 현상제시 후 자신의 선개념을 바꾼 학생들과 고수한 학생들의 갈등 점수를 비교해 보았다. 마지막으로, 선개념의 확신 정도와 갈등 정수와의 상관관계를 비교해보았다. 그 결과를 보면, 첫째, 선개념에서 오답을 선택한 학생들은 정성적 현상제시보다 정량적 현상제시에서 갈등 점수가 높게 나타났으며, 선개념에서 정답을 선택한 학생들은 정량적 현상제시보다 정성적 현상제시에서 갈등 점수가 높게 나타났다. 둘째, 자신의 선개념을 바꾼 학생들이 고수한 학생들에 비해 갈등 점수가 높게 나타났다. 마지막으로, 선개념의 확신정도와 갈등 점수와의 상관관계를 보면, 정량적 현상을 제시한 집단의 학생들 중 선개념에서 오답을 택한 학생들은 정적 상관을 보였고, 선개념에서 정답을 택한 학생들은 부적상관을 보였다. 정성적 집단은 뚜렷한 경향을 보이지 않았다.

• 한국산학기술학회논문지
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• 제20권11호
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• pp.115-120
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• 2019

본 연구는 경증 알츠하이머 치매 노인의 베타 아밀로이드 및 혈중 지질 수준과 인지기능 간의 상관관계를 알아보고자 실시하였다. 연구의 대상자는 경증 알츠하이머 치매 노인 45명을 대상으로 실시하였다. 2018년 12월 베타 아밀로이드 및 혈중 지질 수준을 측정하기 위해 혈액 분석을 실시하였으며, 인지기능의 측정을 위해 MMSE-K 검사를 이용하여 측정하였다. 베타 아밀로이드 및 혈중 지질 수준과 인지기능 간의 상관관계를 알아보기 위해 Pearson's correlation analysis를 사용하여 분석하였다. 연구 결과 베타 아밀로이드 수준과 인지기능 간의 상관관계에서는 -.604로 유의한 음의 상관관계를 보였으며(p<.05), 혈중 지질 수준과 인지기능 간의 상관관계에서는 TC(total cholesterol)와 LDL(low density lipoprotein) 수준에서 각각 -.601, -.403로 유의한 음의 상관관계를 보였다(p<.05). 이와 같은 결과는 베타아밀로이드 및 TC, LDL 수준이 증가할수록 인지기능이 감소하는 음의 상관관계가 나타나는 것을 알 수 있었다. 이처럼 치매 환자의 예방 및 인지기능의 증진을 위해서 치매 관련 병리학적 인자의 관리가 중요하다고 사료된다.

• 대한물리의학회지
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• 제15권2호
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• pp.23-30
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• 2020

PURPOSE: The purpose of this study was to examine the effects of dual-task training with cognitive tasks on cognitive functions and β-amyloid levels in the elderly with mild dementia. METHODS: The subjects were 36 elderly inpatients diagnosed with mild dementia at S Hospital located in Gyeongsangbuk-do, South Korea. The patients were randomly divided into a dual-task training group (DTG; n = 18) or a single-task training group (STG; n = 18). DTG performed dual-task training with cognitive tasks while STG performed only exercise tasks. These groups performed their respective exercises during a 30-minute session occurring three times a week over an 8-week period. MMSE-K and GDS were used to measure the subjects' cognitive function. To assess the subjects' dementia-related factors, their β-amyloid levels were measured by blood analysis. RESULTS: The results of the experiment were as follows: DTG showed statistically significant differences between their MMSE-K scores and β-amyloid levels before and after training (p < .05), whereas they exhibited no statistically significant differences in their GDS scores. MMSE-K scores and β-amyloid levels were significantly different between DTG and STG after training. CONCLUSION: The present study's overall results indicate that dual-task training with cognitive tasks is more effective than single-task training in improving cognitive functions and β-amyloid levels in the elderly with mild dementia. In other words, regular dual-task training can be considered as effective in improving cognitive function and dementia-related factors in the elderly with mild dementia and thus may be suggested as an effective exercise method for the treatment and early prevention of dementia.

• 대한화학회지
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• 제48권6호
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• pp.645-653
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• 2004

이 연구의 목적은 고등학교 2학년 학생들의 인지수준과 제7차 교육과정에 의한 화학I 교과서 내용이 요구하는 인지수준을 비교 분석하는 것이었다. 연구를 위하여 고등학교 2학년 학생 456명을 대상으로 GALT 축소본을 이용하여 인지수준을 조사하였으며, 제7차 교육과정에 의한 화학I 교과서의 물과 공기 두 개 단원에서 15개의 과학 개념을 추출하고, CAT 분석틀을 이용하여 화학I 교과서 내용이 요구하는 인지수준을 분석하였다. 연구 결과에 의하면 고등학교 2학년 학생들의 52.5%가 형식적 조작기 수준에 도달했으며, 28.3%의 학생들은 과도기 수준에, 나머지 19.5%의 학생들은 구체적 조작기 수준에 있었다. 인문계 고등학교 학생의 68.9%, 공업계 고등학교 학생의 6.6%가 형식적 조작기 수준에 도달하였고, 논리 유형별 형성정도도 계열별 차이가 매우 컸다. 제7차 교육과정에 의한 화학I 교과서의 내용을 이해하는데 필요한 인지수준을 분석한 결과, 일부 탐구 활동의 경우를 제외하고는 교육과정의 변화에도 과학 개념의 인지요구도는 크게 변화하지 않았다. 제7차 교육과정에 의한 화학I 교과서에 제시된 과학 개념의 인지수준은 고등학교 2학년 학생들의 인지수준에 비해 높은 편이었으나, 탐구 활동의 인지수준은 고등학교 2학년 학생들의 인지수준과 비슷한 편이었다. 현직 화학 교사들은 제7차 교육과정에 의한 화학I 교과서가 제6차 교육과정의 화학I 교과서에 비해서 내용 축소와 실생활 소재를 많이 반영하고 있는 것을 바람직하다고 생각하였으나, 과학 개념이 너무 축소되어 화학I 교과서와 화학II 교과서 사이의 내용 수준에 차이가 많이 나는 것을 문제점으로 지적하였다. 제7차 교육과정에 의한 화학I 교과서 내용이 형식적 조작기 수준을 많이 요구하고 있으므로, 고등학생들의 인지수준에 맞는 다양한 교수-학습 방법과 교재가 개발되어야 한다고 생각한다.

• 한국과학교육학회지
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• 제24권4호
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• 생물정신의학
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• 제6권2호
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• pp.209-218
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• 1999

Objectives : The aims of this study were to discriminate the clinical differences, to measure the estrogen and homovanillic acid levels, to evaluate a correlation between estrogen and homovanillic acid, and to identify an association of cognitive deficit with estrogen and homovanillic acid among male and female schizophrenics. Methods : In addition to the structured interviews, the plasma estrogen levels by radioimmunoassay and the homovanillic acid levels by HPLC were measured in 20 male and 21 female schizophrenics as well as 10 healthy male and 9 female controls. Results : 1) The plasma estrogen levels were higher in females than males, and significantly higher in female schizophenics than female controls. The homovanillic acid levels were higher in female schizophrenics than female controls, and were lower in male schizophrenics than male controls. 2) The onset age seemed to be earlier in male schizophrenics, and the frequency of admission, duration of antipsychotic drug administration, dosage of antipsychotics and duration of illnesses were more in males. The estrogen and homovanillic acid levels were significantly higher in female schizophrenics. 3) The estrogen levels had a significant positive correlation with sex, age and onset age, while the homovanillic acid levels did with sex. However, estrogen were not correlated with homovanillic acid levels. 4) The estrogen and homovanillic acid levels were not significantly different between male and female schizophrenics with cognitive deficits. In the schizophrenic patients without cognitive deficits, the estrogen levels were significantly higher in females, while there were no significant sex differences in homovanillic acid. 5) In the male and female schizophrenics predominantly with negative symptoms, there were no significant differences in estrogen and homovanillic acid levels. In those predominantly with positive symptoms, the estrogen levels were significantly higher in females, while there were no sex differences in homovanillic acid levels. 6) In schizophrenics with undifferentiated subtype, the estrogen and homovanillic acid levels were significantly higher in females. In those with paranoid or disorganized subtypes, the estrogen levels were significantly higher in females, while there were no sex differences in the homovanillic acid levels. 7) The mean values of PANSS-negative, PANSS-total, PANSS-CF, MMSE-K and estrogen levels were significantly higher in male schizophrenics with cognitive deficits. The mean values of illness duration, CGI, PANSS-positive, PANSS-negative, PANSS-total, PANSS-CF and MMSE-K were significantly higher in female schizophrenics with cognitive deficits. 8) The variables which showed significant correlation with cognitive deficits were PANSS-negative, PANSS-total, PANSS-CF, MMSE-K and estrogen levels in male schizophrenics. The variables which showed significant correlation with cognitive deficits were subtypes, onset age, illness durataion, CGI, PANSS-positive, PANSS-negative, PANSS-total, PANMSS-CF and MMSE-K in female schizophrenics. The estrogen levels were significantly correlated with admission frequencies, history of antipsychotic administration, duration of antipsychotic administration and cognitive deficits in male schizophrenics, while age were not correlated with in females. The homovanillic acid levels had a significant correlation with subtypes and onset age in male schizophrenics, while there were no correlation among variables in females. Conclusions : Although the plasma concentrations of estrogen and homovanillic acid in female schizophrenics were significantly higher than males, we could not find an association between them. Furthermore, the various factors affecting on the cognitive deficits, estrogen and homovanillic acid levels seemed to be somewhat different according to sex.

• 한국과학교육학회지
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• 제15권4호
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• pp.404-416
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• 1995

The purpose of this study was to investigate the relationship of the cognitive levels and the science process skills based on the cognitive styles. The subjects of the study were 5-6th grade 790 students sampled by random cluster sampling method in three schools from large cities, small cities, and rural areas respectively. The results are as follows. 1) The field independent students showed significantly higher(p< 0.001) cognitive level than the field dependent ones. 2) The field independent group showed higher formation rate of subskills of the logical thinking skills than the field dependent groups. 3) It was found out that the field independent group attained significantly higher scores of science process skills than the field dependent group in 5th and 6th grade students. 4) The more cognitive levels became higher, the more science process skills were significantly higher(p< 0.001). 5) There were significant(p<0.001) differences among the science process skills for grade levels and three regions. And that there were not significant differences in the science process skills between males and females, 6) The science process skills of the field independent and the formal operational group could be acquired better scores in the science process skills than those who belong to another combinations.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.242-254
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• 2011

The purpose of this study was to understand the teaching effects according to the cognitive levels after conducting inquiry activities using science notebooks in the open inquiry activities of the elementary science class. The results of this study were as follow. first, students having the open inquiry activities using science notebooks showed improvement in scientific inquiry abilities in both groups with the low and high cognitive level. Second, regarding the changes of scientific attitudes, both groups with the low and high cognitive level exhibited improvement. According to the result of analyzing interaction between the cognitive level and class treatment on the effects for scientific inquiry abilities and scientific attitudes, there was no difference by the cognitive level. And the use of science notebooks in open inquiry activities had effects on improving scientific inquiry abilities and scientific attitudes regardless of the cognitive level.