• 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.

• 한국과학교육학회지
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• 제35권4호
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• pp.773-790
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• 2015

Conducted as an ethnographic examination of science teaching and learning in an Innovative Middle School in Korea, this study employs sociocultural theory to examine how structures afford and limit student participation in an innovative school designed to promote student-centered learning. Data includes teacher and student interviews, student responses to a questionnaire, classroom observations, and analysis of video recordings of ten lessons in two in two 8th grade science classes. Using structure|agency dialectic theory, we identify and describe some structures that afford and limit teacher and student agency at the micro (science classrooms), meso (school), and macro (Korean society) levels to raise some questions about current reform measures, such as innovation schools, that seek to position classroom teachers as agents for change in science education reform in Korea. Findings suggest that while teachers and school administrators play an essential role in structuring learning opportunities at the meso and micro levels, they have limited agency to address structural constraints originating at the macro-level, which can negatively impact teaching and learning in the science classroom. We offer implications for policy and practice and argue the need for more qualitative research, informed by sociocultural theory, to inform science education reform efforts in Korea.

• 과학교육연구지
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• 제40권1호
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• 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.

• 대한수학교육학회지:수학교육학연구
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• 제14권3호
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• pp.239-266
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• 2004

본 연구는 기존의 수학적 오류에 대한 연구들이 취했던 학생들의 현재 상태를 바탕으로 다양한 오류를 분석하는 방식이 아니라, 학생들의 문제해결과정에서 나타나는 수학적 오류를 인지심리학의 관점에서 분석가능한지를 탐색하는 것을 목적으로 한다. 이에, 본 연구는 Pauscal-Leone의 신피아제 이론을 중심으로 Schoenfeld의 구조 분석 단계(levels of analysis and structure)모형과 개념적, 인과적 관계의 이해를 형식화하는 도구로서 퍼지 인지 맵(Fuzzy Cognitive Map)을 활용하여 학생들의 증명 문제해결 과정에서 나타나는 오류를 분석하고 오도요인을 진단하였다. 연구 결과, 주어진 명제에서 정보를 해석할 때 F조작자가 강하게 활성화되어 나타나는 오도 요인으로 인하여 학생들은 증명에 필요한 개념노드를 충분하게 인출하지 못하거나 인과관계가 없는 개념노드를 나름대로 논리적으로 연결하여 잘못된 증명을 하고 있었다. 오류와 관련된 인지구조는 학생 나름대로의 논리적 알고리듬에 의한 LC 학습의 결과로 형성된 LC 학습구조로 볼 수 있다.

• 한국영어학회지:영어학
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• 제3권3호
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• pp.375-410
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• 2003

As Snow (1989) and Sternberg (1985) have long argued, learning, and adaptation to the learning environment or classroom context (at the levels of instructional treatment, interventionist focus on form technique, or pedagogic task) is a result of the interaction of context at each of these levels of description with learners' patterns of abilities. In this paper I argue that this is an important area of research for SLA pedagogy, as well as SLA theory development, and I review recent developments in the study of L2 learning conditions; of the abilities contributing to L2 aptitude; and of their interaction with the processes involved in successful classroom learning and practice, and propose a model of ‘multiple aptitudes’ for classroom learning based on these findings.

• 컴퓨터교육학회논문지
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• 제3권2호
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• pp.31-37
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• 2000

본 연구에서는 학습자의 수준에 적합한 문제를 제공하는 문제은행 시스템을 설계하고 개발하였다. 이 시스템은 CAT 기법에 응용되는 문항반응 이론을 사용하여 현재까지의 학습결과를 바탕으로 학습자의 수준을 동적으로 계산하고, 이를 바탕으로 학습자의 수준에 가장 적절한 문제를 다음 문제로 제시하는 과정을 반복하면서 수준별 개별 학습을 지원한다. 이 시스템은 테스트 단계, 본 학습 단계와 복습 단계로 이루어진다. 테스트 단계에서는 학습자의 초기 수준을 가능한 한 정확하게 계산하여 본 학습의 수준을 정한다. 본 학습에서는 문항반응 이론에 의한 수준별 개별 학습이 이루어진다. 학습이 끝난 후, 틀린 문제를 복습하여 학습이 견고해지도록 하기 위해, 마지막으로 복습단계가 포함되어 있다. 학습결과로 제시되는 내용은 흔히 사용되는 접수가 아니라, 문항반응 이론에 의해 계산된 학습자의 능력을 절대 수치값으로 나타낸 것으로, 이를 통해 학습 능력의 향상 정도를 객관적으로 파악할 수 있도록 하였다.

• Educational Technology International
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• 제13권1호
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• pp.145-173
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• 2012

The purpose of this study is to develop collaboration scripts as an instructional means to facilitate argumentation in computer-supported collaborative learning, and to analyze their effects. To develop collaboration scripts for argumentation, researchers used activity theory as a conceptual framework and refined the design principles by design-based research. Using LAMS, collaboration scripts for argumentation were developed based on the ArgueGraph. To examine their effects, 72 participants were divided into two groups by internal scripts and randomly allocated to one of three external scripts. Applying mixed methods, researchers analyzed argumentation competence related to the cognitive aspect, examined self-efficacy related to the motivational aspect, and identified the factors influencing collaborative learning processes and outcomes. Researchers found that the internal script is a critical factor to determine the dimensions, degrees, and duration of improvement in argumentation competence. That is, learners with higher internal scripts improved highly in the quality of single arguments, while learners with lower internal scripts improved continuously in the quality of argumentation sequences. The effects of the external scripts varied with the internal script levels and supporting periods. Besides, collaboration scripts for argumentation had positive effects on learners' self-efficacy, and learners with higher internal scripts had better self-efficacy. The factors influencing collaborative learning processes and outcomes showed different results depending on the learning context. Therefore, when scripting learner's interaction in CSCL, researchers should design the scripts adaptable to a natural context of activities.

• 한국학교수학회논문집
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• 제11권1호
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• pp.69-96
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• 2008

본 논문은 현행 중등수학에서 기하교육의 문제점을 인식하고 Freudenthal의 학습이론에 토대를 둔 수학화 활동에 적합한 학습자료의 개발 및 교수-학습활동에 따른 수학화 과정을 분석하는데 그 목적이 있다. 이를 위해 중학교 수학 8-나 단계 기하영역을 중심으로 Freudenthal의 학습 이론과 관련된 활동 중심의 학습자료와 van Hiele의 학습 단계 이론을 토대로 교수-학습 모형을 개발하여 수업에 적용한 후 수학화 활동의 효과를 분석한다.

• 한국게임학회 논문지
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• 제6권3호
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• pp.33-42
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• 2006

본 연구는 초등학교 수학과 도형 영역에서의 수준별 학습을 지원하기 위한 어드벤처 게임형 학습 프로그램을 개발하는 것이다. 제7차 교육과정에서는 학생의 능력, 적성, 필요, 흥미 에 대한 개인차를 최대로 고려하는 수업을 통하여 학생 개개인의 성장 잠재력과 교육의 효율성을 극대화할 수 있도록 수준별 교육과정을 도입하였다. 그러나 수준차가 심한 다인수 학급체제에서 학생들의 개인차를 고려한 개별화 학습을 실시하여 교육의 수월성을 추구하기에는 많은 어려움이 있다. 따라서, 본 연구는 van Hiele 이론을 적용한 수준별 게임 학습을 제공하고, 학습자들의 흥미와 관심을 높일 수 있는 어드벤처 게임형 학습 프로그램을 개발하였다. 본 프로그램은 심화 보충학습이 필요한 학습자들에게 개인차를 고려한 수준별 학습을 지원하여 학업 성취도를 높일 수 있을 것이며 공간 지각 능력이 필요한 도형 학습에서 다양한 조작활동을 제공함으로써 학습자들의 공간 감각을 기를 수 있을 것이다.