• 영재교육연구
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• 제26권1호
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• pp.1-20
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• 2016

본 연구는 소외계층 영재의 인지적 특성과 학습요구 탐색을 목적으로 한다. 일반영재 99명, 소외영재 43명, 일반학생 50명에게 지능, 창의성, 상위인지, 인식론적 신념, 과제 선호도, 개인시간 활용에 대한 검사를 실시하였다. 소외영재는 지능 검사에서 다른 집단보다 점수 향상이 빠르게 나타나 추상화 능력이 뛰어남을 알 수 있었다. 소외영재는 토랜스 창의성 도형 검사에서 일반영재만큼 높은 점수를 보였으나, 언어 검사에서는 일반영재보다 낮은 점수를 보였다. 소외영재는 노력, 학습 능력, 전체 학습계획, 통합적 지식이 학습에서 중요한 것으로 인식하였지만, 일반영재에 비해 학습관리와 책략 같은 상위인지 기술과 합리적인 작업의 가치에 대한 인식론적 신념이 낮고 학습시간도 적었다. 독창적인 과제는 선호하나 어려운 것을 기피하는 소외영재의 성향을 고려하여 다양하게 접근하는 과제를 활용하거나 과제를 단계적으로 제시할 필요가 있으며, 언어능력 신장, 학습내용의 실제 생활에의 적용, 상위인지 기술 개발 등이 소외계층 영재를 위한 지도 방안으로 제안된다.

• 재활치료과학
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• 제10권2호
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• pp.7-22
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• 2021

목적 : 본 연구의 목적은 뇌졸중 환자의 인지기능 회복에 대한 경두개 직류자극(tDCS)의 효과를 살펴본 연구를 분석하기 위함이다. 연구방법 : 2009년부터 2019년까지 국내외 학술지에 게재된 논문들을 NDSL, RISS, PubMed, CINAHL을 통해 검색하였다. 선정기준과 배제기준을 통해 총 11개의 실험연구 논문이 선정되었다. 이를 질적평가를 시행하고, 이 중 7편의 논문에서 9개의 결과값에 대해 메타분석을 실시하였다. 결과 : 메타 분석을 실시한 결과 효과크기는 attention 0.725, memory 0.796으로 모두 '보통 효과크기'를 보였다. 두 영역 모두 통계적으로 유의한 변화가 있던 것으로 분석되었다(p<0.05) 결론 : 본 연구 결과를 통하여 인지기능이 제한된 뇌졸중 환자에게 tDCS는 효과가 있음을 알 수 있었다. 또한, tDCS 적용법이 연구 간 서로 상이함을 알게 되었으며 이에 따라 정형화된 tDCS 프로토콜과 전문가 양성이 필요할 것으로 보인다.

• 산업융합연구
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• 제21권12호
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• pp.101-111
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• 2023

본 연구는 국내 경도인지장애 환자의 인지기능을 위한 이중과제 프로그램의 효과를 분석하기 위해 체계적 문헌고찰 및 메타분석을 시행하였다. 8개의 데이터베이스를 사용하여 검색하였으며, 검색어는 경도인지장애, 인지, 이중과제였다. 2013년 1월부터 2023년 7월까지 출간된 문헌 중 무작위 및 비무작위 대조군 실험설계를 분석하였다. 총 682편의 문헌이 검색되어 포함 및 배제 기준을 충족한 8편의 문헌을 최종 분석하였다. 문헌의 질 평가는 RoB와 RoBANS를 사용하였다. 메타분석은 CMA 4.0 ver.을 사용하였다. 분석 결과 이중과제 프로그램의 전체 효과 크기는 중간 효과 크기였다. 결과변수에 따른 효과 크기는 지남력, 실행기능은 큰 효과 크기이며, 전반적 인지기능, 시공간기능, 기억기능, 주의기능은 중간 효과 크기였다. 중재 기간에 따른 분석 결과 적용 기간은 4~8주 적용이 효과가 더 크게 나타났으며, 총 회기에서는 24~30회기 적용의 효과 크기가 더 크게 나타났다. 본 연구는 경도인지장애 환자의 인지기능 증진을 위해 적용된 이중과제 프로그램의 효과 및 적용 방법에 대한 임상적 근거를 제시하였다.

• 대한치료과학회지
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• 제10권2호
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• pp.59-71
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• 2018

Objective: The purpose of this study is to compare the effects of the CO-OP program using cognitive strategy on the satisfaction and high-level cognitive function of chronic stroke patients with cognitive impairment with the existing task-oriented approach training method. Method: The group randomly selects the experimental group and control group from 30 patients who suffer cognitive damage due to brain damage, and then randomly presents the Cognitive Orientation to daily Occupative Performance (CO-OP) Results: The results of the study showed a significant increase in patient performance and satisfaction, task performance, and high-level cognitive functions in comparison to those before training (p<).05) There was no significant difference in CNT testing in controls; Although there were no significant differences in overall CNT testing between the two groups, the COPM, AMPS tests showed a significant increase in the experimental group compared to the comparators (p <.05). Conclusion: The Cognitive Orientation to Daily Occupative Performance (CO-OP) Intervention Act, which uses meta-in strategies, was previously used. We were able to confirm that it could be a more effective intervention in task performance and high-level cognitive function than in the Meaningful Task-Specific Training Program (MTST).

• 대한간호학회지
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• 제29권2호
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• pp.314-327
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• 1999

In this study, domains, contents, and effects of pre-existed intervention programs for individuals with arthritis were meta-analyzed to develop arthritis health promotion program based on Holistic Model. The developed program includes strategies of cognition, environment, and behavior. and also generates positive changes in the physical, psychological, and social demensions. Then needs assessment on conveniently selected 153 women who visited a university hospital in Seoul or in Inchon are conducted to identify the objective domains of arthritis health promotion program According to the study results. target health problems of the arthritis health promotion program were shown as pain, disability, depression, and role impediment in social domain. These objectives could be achieved by including the strategies of changing cognition, the strategies of changing behavior through learning the skill related to the health promoting behavior. and the strategies of changing environment in the health promotion program. That is, it is analyzed that the contents of program are not exclusive one another in physical. psychological. and social demensions, and also are not exclusive one another in aspect of cognition, behavior, and environment. The necessary methods to achieve the desired objectives for the developed arthritis health promotion program and evaluation subjects are as follows : (1) In the arthritis health promotion program, knowledge on management of arthritis, efficacy related to arthritis management, skill for pain management, skill for exercise, establishment of positive self-concept, enhancement of positive thinking, stress management. skill for problem solving, skill for setting goals. skill for requesting help, and skill for communication are all included. Through the improvement of all those strategies, intermediate objectives, such as “joint protection, and maintenance of pain management behavior”, “maintenance of regular exercise”, and “promotion of coping skill in psychosocial dimension” are achieved. (2) These intermediate objectives are also the methods for achieving objectives in next stage. It implies that through the intermediate objectives. the final objectives such as “minimization of physical symptoms and signs”, “maximization of psychological function”, and “maximazation of role performance in social domain” could be achieved. Each of these final objectives reflects the different dimension of quality of life, respectively. When these objectives are achieved, the quality of life that client perceives is improved. Therefore, through evaluation of these final objectives, the level of achieving final outcome of arthritis health promotion such as quality of life is determined.

• 산업융합연구
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• 제18권3호
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• pp.1-6
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• 2020

이 연구의 목적은 Snyder가 제안한 희망 이론에 대한 이론적 이해와 학교 현장에서의 유용성을 확인하는 것이다. 이에 희망 이론이 우리나라 일반고 학생들에게서 나타나는 군집 유형을 탐색하고, 유형별 학습전략의 차이를 군집분석과 ANOVA를 통해 분석하였다. 연구결과는 다음과 같다. 첫째, 일반고 학생의 희망 군집은 네 유형으로 나타났다. 둘째, 희망과 학습전략은 정적상관관계를 보였으며, 희망의 두 하위 변인 모두 메타인지와 상관관계가 가장 높았다. 연구 결과를 토대로 희망이론은 프로파일적 접근을 통하여 성취나 적응 등 다양한 심리변인과의 관계구조 연구가 필요함을 제시하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제36권4호
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• pp.346-355
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• 2017

The 2015 revised national science curriculum encourages students to cultivate the science core competencies such as scientific thinking, science process skills, scientific problem-solving ability, scientific communication skill, scientific participation and lifelong learning ability. To fill this purpose, we practiced science writing classes based on core competencies and examined the effect of its application. The target unit was 'weather and our life', 'acid and base', 'speed of an object', and 'structure and function of our body' in the fifth grade of elementary school. The results were as follows. First, it was proven that science writing activities based on core competencies did not help improving science process skills of learners. Second, it had a significant effect on the improvement of the learner's self-directed learning ability, in particular, owner spirit, meta cognition and information search. Third, this strategy for science writing changed learners' scientific attitude positively. The above-mentioned results show that this science writing classes can be applicable as one of effective methods in cultivating science core competencies.

• 영어어문교육
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• 제8권2호
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• pp.131-150
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• 2003

The purpose of this paper is to provide two levels of conceptualization of a category such as an absolute category in semantic level and a relative category in pragmatic level on the basis of Aristotelian category theory and prototype category theory. I do not intend to criticize classical category theory and prototype category theory but to show that these two types of category are applied to the different world. Aristotelian categorization is an absolute category because it is based on the possible world called the meta-world and it has an absolute truth value. The members of an absolute category is presented as a set. There is a clear boundary between members and non-members because they are distinguished by the absolute criteria An absolute category is semantic conceptualization. This absolute category is changed into a relative category when it is applied in the real world. A relative category which corresponds to a prototype category is based on the real world called the object world and it has a relative truth value. Here individuals are categorized by the cognition and perception of human beings. A relative category is pragmatic conceptualization. In conclusion, while classical categories which are called absolute categories represent sentence meaning, prototype categories which are called relative categories represent utterance meaning.

• 수산해양교육연구
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• 제28권5호
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• pp.1492-1507
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• 2016

The purpose of this study was to analyze elementary students' perception on science classes using abductive strategies. The participants were composed of 21 students(10 boys, 11 girls) from K Elementary School in Busan Metropolitan City. They were asked for questionnaires developed by researchers after 20 times of reframed science lessons using abductive strategies. The results were as follows. First, the science classes using abductive strategies were effective to improve students' interest(ave.=4.19) on science. Second, the analysis results on questionnaires asking utility of the classes showed the students' positive reactions to science lessons using abductive strategies. It was thought that the classes had a positive effect on all components of utility, i.e., overall science(4.48), generating hypothesis(4.19), conceptual understanding(4.19), and meta-cognition(3.76). Third, students perceived positively improvement on the science classes. The components of improvement, i.e., creativity(4.19), concentration(4.29), transfer(3.76), comprehension(4.29) were perceived positively by students. Fourth, students' satisfaction on the sciences classes showed ave.=3.71. Last, students expressed satisfaction on the science classes using abductive strategies and experienced a change of thinking about attitude toward science.

• 한국수학교육학회지시리즈A:수학교육
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• 제51권3호
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• pp.265-280
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• 2012

This study aims to provide implications from mathematics education perspective by designing a process of 'validity review on the problem solving process', and then, by analyzing the results. In the result of analysis on the features of children's thinking in accordance with 4 stages of problem solving, children's thinking was equally observed in every stage rather than intensively observed in one stage, and reflective thinking related to important elements from each stage of problem solving process was observed. In the result of analysis of changes in description for problem solving process, there was a difference in the aspects of changes by children's knowledge level in mathematics, however, the activity of validity review on problem solving process in overall induced positive changes in children's description, especially the changes in problem solving process of children. Through the result of this study, we could see that the validity review on problem solving process promotes children's reflective thinking and enables meta-cognition thus has a positive influence on children's description of problem solving process.