• 한국컴퓨터정보학회논문지
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• 제11권3호
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• pp.21-30
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• 2006

본 연구에서는 구성주의 대표적인 학습이론의 하나인 인지적 도제 이론을 적용하여 정보기기운용 기능사 자격증 웹 코스웨어를 설계하고 구현함으로써 문제해결의 주변적 참여에서 시작하여 전반에 걸친 완전한 참여와 주도가 이루어지도록 탐구하고, 학습자들의 학습을 도와주는 촉매자의 역할을 하였다. 실제 환경과 유사한 학습을 통하여 실제 상황에 적용할 수 있게 하고, 적극적인 상호작용이 가능하며, 학습과 관련된 정보 처리의 수준을 심화시킬 수 있는 기회가 제공된다. 학습자는 학습내용을 실시간으로 평가하여 부족한 부분을 피드백으로 효과적인 학습이 되도록 하였다. 연구 방법은 인지적 도제 이론을 적용하지 않은 웹 코스웨어 수업과 인지적 도제 이론을 적용한 웹 코스웨어 수업을 실시한 후 학업성취도와 학습태도를 평가하였으며 평가가 끝난 후 설문조사를 실시하였다. 본 연구 결과는 첫째, 인지적 도제 이론을 적용한 웹 코스웨어 학습 집단이 인지적 도제 이론을 적용하지 않은 웹 코스웨어 학습 집단보다 학업성취도 향상에 더 효과적이었다. 둘째, 인지적 도제 이론을 적용한 웹 코스웨어 학습은 학습태도 향상에 더 효과적이었다.

• 한국지역사회생활과학회지
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• 제19권2호
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• pp.245-265
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• 2008

The Lifelong Learning City Project has made quantitative expansion as well as qualitative growth since 2001 but the project has been criticized by academic scholars and field practitioners. The Lifelong Learning City Project is a national policy project which has been promoted by the Ministry of Education and Human Resources Development and should be required to make production profits proportional to the amount of public finance. The Lifelong Learning City Project is a community development project intended to promote growth and progress by supporting the community in lifelong learning endeavors. Therefore, the community development theory could offer guidelines to the Lifelong Learning City Project. Based on this assumption, this study intends to investigate the Lifelong Learning City Project at the national, city, and county levels using the community development theory. The improvement methods of the Lifelong Learning City Project are role allotment between national and wide level projects supporting organizations, and the establishment of a system and a long term project policy. In addition, the project is to have a more systematic performance. It is to enhance opportunities for community members' participation, and practice in planning, performance of learning, and the proper performance in regard to the community conditions and specificity. The most important goal of the Lifelong Learning City Project is to support the empowerment of community members by making opportunity planning, practicing and sharing lifelong learning more accessible.

• International Journal of Contents
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• 제12권2호
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• pp.49-57
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• 2016

This paper aims to explore instructional design of a cyber classroom for secondary students' basic English language competence. A paucity of support for low or under achieving students' English learning exists particularly at the secondary level. In order to bridge the gap, there has been demand for online educational resources considered to be an effective tool in improving students' self-directed learning and motivation. This study employs a comprehensive approach to instructional design for the asynchronous cyber classroom with the underlying premise that different learning theories can be applied in a complementary manner to serve different pedagogical purposes best. Gagné's conditions of learning theory, Bruner's constructivist theory, Carroll's minimalist theory, and Vygotsky's social cognitive development theory serve as the basis for designing instruction and selecting appropriate media. The ADDIE model is used to develop online teaching and learning materials. Twenty-five key grammatical features were selected through the analysis of the national curriculum of English, being grouped into five units. Each feature is covered in one cyber asynchronous class. An Integration Class is given at the end of every five classes for synthesis, where students can practice grammatical features in a communicative context. Related theories, pedagogical practices, and practical web-design strategies for cyber Basic English classes are discussed with suggestions for research, practice and policy to support self-directed learning through a cyber class.

• 시큐리티연구
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• 제39호
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• pp.217-239
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• 2014

이 연구의 목적은 사회유대이론, 일반긴장이론, 사회학습이론에서 제안된 변인들을 사용하여 청소년 지위비행의 원인을 밝히는 데 있다. 이를 위해 한국청소년정책연구원에서 조사한 아동 청소년패널 3차년도 중3학년 2,337명의 표본자료를 사용하였다. 세 가지 이론에서 추출된 각 각의 독립변인들이 단독으로 청소년 지위비행을 어느 정도 설명하는지를 살펴 본 다중회귀분석에서 사회학습이론의 두 가지 변인들의 설명력이 가장 높았으며, 그 다음으로 사회유대이론이고 일반긴장이론의 변인들은 청소년 지위비행을 거의 설명하지 못하는 것으로 나타났다. 특히 회귀방정식에서 투입된 사회학습이론의 변인들은 일반긴장 이론과 사회유대이론에서 추출된 독립변인의 수보다 3.5배-5.5배 부족함에도 불구하고 설명력은 가장 뛰어난 것으로 나타났다. 분석에 사용된 이론들은 청소년 비행 및 범죄의 원인을 잘 설명하는 이론으로 알려져 있지만, 이전 까지는 각 이론들이 단독으로 그 영향력을 파악하는 수준에 그쳤다. 그러나 이론의 상대적 영향력을 파악하기 위해서는 각 이론들을 동시에 적용하여 경험적으로 검증할 필요가 있는데, 본 연구는 이런 필요성에 부합한 연구를 수행했다는 점에서 중요한 의미를 가진다.

• 교육철학
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• 제39호
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• pp.191-221
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• 2009

The aim of this study is to analyse of elements and structure of consciousness theory in the 1887 Psychology written by John Dewey, and to research its educational implications. Conclusions are as follows: Firstly, consciousness theory articulated in first edition of Dewey's Psychology was influenced by neo-Hegelian G. S. Hall, and then characteristics of its theory was metaphysical and idealistic. But after of researching the work of William James, his approach to consciousness changed surprisingly from idealistic to experimental. His experimental approach and scientific attitude to it influenced the formation and development of advanced theories in his epistemology, axiology and pedagogy. Secondly, the structure of consciousness expressed by Dewey has three forms such as knowledge, feeling and will(or volition). This forms are too dynamic and unitary. Dewey considered cognition, feeling, will to be integral functions of each self. The tripartite functions of self, moreover, are unified in will. In other word, will combines subjective feeling and objective knowledge as one self. Will regulates impulse because it powers some stimulus into activity of self. In this view point, his theory of consciousness differs from traditional theories about consciousness for emphasizing dynamic relations and functions. Thirdly, Dewey's theory of consciousness will give some important implications to educational field. It is necessary to fundamental arguments about conscious conditions of learners as a human. For it is impossible to establish some aim of learning, to organize meaningful contents of learning, and also to create some effective methods of learning without consideration of this conditions. And it is important to construct and organize the contents and methods of learning for widening and deepening of educational experiences. Then consciousness and experiences of learners interact each other, so then they will produce some meaningful results of learning in this process.

• 한국지능시스템학회:학술대회논문집
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• 한국퍼지및지능시스템학회 1997년도 추계학술대회 학술발표 논문집
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• pp.331-337
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• 1997

In this paper we will discuss a type of inductive learning called learning from examples, whose task is to induce general descriptions of concepts from specific instances of these concepts. In many real life situations however new instances can be added to the set of instances. It is first proposed within the framework of rough set theory, for such cases, an algorithm to find minimal set of rules for decision tables without recalculation for overall set of instances. The method of learning presented here is based on a rough set concept proposed by Pawlak[2]. It is shown an algorithm to fund minimal set of rules using reduct change theorems giving criteria for minimum recalculation and an illustrative example.

• 한국수학교육학회지시리즈A:수학교육
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• 제53권1호
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• pp.75-92
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• 2014

In this paper, we summarize briefly some of the most salient features of Repkina & Zaika's theory of learning action formation levels. We concretize Repkina & Zaika's theory by comparing various points of view of Uoo, Polya, Krutetskii, and Davydov et al. In this study we are able to diagnose students' learning action formation levels in the process of mathematics problem solving. In addition we use interview method to collect various information about students' levels. As a result we suggest data related with each level of learning action formation, and characteristics of students who belong to each level of learning action formation.

• The Journal of Korean Physical Therapy
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• 제15권2호
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• pp.75-84
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• 2003

The purpose of this study was to review of mechanism and application methodology about mental practice. The mental practice is symbolic rehearsal of physical activity in the absence of any gross muscular movements. Human have the ability to generate mental correlates of perceptual and motor events without any triggering external stimulus, a function known as imagery, Practice produces both internal and external sensory consequences which are thought to be essential for learning to occur, It is for this reason that mental practice, rehearsal of skill in imagination rather than by overt physical activity, has intrigued theorists, especially those interested in cognitive process. Several studies in sport psychology have shown that mental practice can be effective in optimizing the execution of movements in athletes and help novice learner in the incremental acquisition of new skilled behaviors. There are many theories of mental practice for explaining the positive effect In skill learning and performance. Most tenable theories are symbolic learning theory, psyconeuromuscular theory, Paivio's theory, regional cerebral blood flow theory, motivation theory, modeling theory, mental and muscle movement nodes theory, insight theory, selective attention theory, and attention-arousal set theory etc.. The factors for influencing to effects of mental practice are application form, application period, time for length of the mental practice, number of repetition, existence of physical practice.

• 컴퓨터교육학회논문지
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• 제9권2호
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• pp.47-55
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• 2006

효과적인 데이터베이스 수업방법을 모색하기 위하여 상황학습 이론을 교수 학습에 적용하여 효과를 분석하여 보았다. 이를 위해 관련 선행연구를 분석하고 데이터베이스 핵심 내용을 블룸의 교육목표 분류 기준에 의해 분석하였다. 그리고 데이터베이스 교육 내용을 기본 지식 단계와 기능 및 확장지식 단계로 분류하는 전략을 제시하였다. 이와 같은 연구를 바탕으로 실험, 통제 집단을 선정하였으며 데이터베이스 교수학습 효과의 기준을 지식 및 기술과 태도영역으로 설정하였다. 그리고 실제 교육과정을 구성하여 교수학습을 전개하여 다음과 같은 결과를 도출하였다. 적용결과는 상황학습을 적용하여 데이터베이스 교육을 받은 학습 집단이 DB개념, DB 조작, DB테이블 작성에 대해 높은 성취도를 나타내었으며 기능 중심의 데이터베이스 교육을 받은 학습 집단보다 긍정적 태도를 나타냈다. 또한, 향후에는 데이터베이스 및 컴퓨터과학 영역에 대하여 상황학습 이외의 다양한 교수학습 방법을 적용, 분석해야 할 것이다.

• 한국시스템다이내믹스연구
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• 제15권4호
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• pp.129-159
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• 2014

This Study discuss exploring normative-prescriptive factors after the themes on Organizational learning categorize two descriptive/explanatory-perspectives, prescriptive/normative dimension. The former would contain information processing model, theory of action, organizing in organization, while Senge's suggestion on Learning Organization may compose the latter. Each perspective is reconstructed and reinterpreted into the causal mapping relationship founded on system thinking and SD. Underlying on the former try to discovery validities of the latter. But this study only put forward the integral-dynamic model of organizational learning without empirical simulation.