• 한국과학교육학회지
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• 제15권2호
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• pp.201-212
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• 1995

The purpose of this study was to analyze science teaching models: Cognitive Conflict Teaching Model(CCTM), Generative Learning Model(GLM), Learning Cycle Model(LCM), Hypothesis-Testing Model(HTM), and Discovery Teaching Model(DTM). Using literature review, the models were analyzed and compared in several aspects; philosophical and psychological bases, primary goals and assumptions, syntax, implementation environments, and probable effects. The major finding were as follows; 1. Science teaching models had been diverse features. In the comparisons of science teaching models, some differences and similarities were founded. These were different in the degree of similarity and emphasis. 2. CCTM and GLM resemble each other in philosophical and psychological bases, primary goals and main assumptions, implementation environments, and probable effects. 3. LCM and HTM showed similarities in philosophical bases, syntax, and implementation environments. But differences were founded in other aspects These results showed that the diverse features of science teaching models should be considered in choosing a model for science teaching.

• 한국초등과학교육학회지:초등과학교육
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• 제19권1호
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• pp.85-99
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• 2000

Researches have shown that learning science frequently requires the process of conceptual change. As a result, many of the constructivist teaching and loaming approaches focus on this kind of loaming. In approaches that focus on conceptual change, cognitive conflict strategies play a key role. Students, however, still have much difficulty in loaming science. Theoretically, it underlies Piaget's genetic epistemology in which disequilibration demands an interplay between assimilation and accommodation until equilibrium is restored. Also, radical constructivism has its roots in a variety of disciplines, but has been most profoundly influenced by the theories of lean Piaget as interpreted and extended by Glasersfeld. This study is intended to interpret the conceptual change from radical constructivist perspective and explain difficulties of conceptual change which students have in learning science.

• ETRI Journal
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• 제35권2호
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• pp.352-355
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• 2013

Common stereoscopic three-dimensional (3D) display has a convergence and accommodation conflict that violates the natural human cognitive process of viewing. This weakness exposes the challenge in supporting fun factors while eliminating safety problems in the 3D viewing experience. Thus, human factors have become a major research topic. In this letter, we propose a 3D stereoscopic visualization platform that can expand the sense of a 3D space by fusing organically mixed stereoscopic displays to provide a continuous feeling of 3D depth. In addition, we present pilot test results to show the possibility of the technical implementation of the proposed platform and note ongoing research issues to be addressed.

• 한국사회복지학
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• 제44권
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• pp.36-63
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• 2001

The purposes of this study are to experiment a modified domestic conflict containment program (DCCP) which was initially development for developed by Dr, Neidig on 10 Korean offenders, and to provide practical basement for development of Korean offenders' group. This modified group program is based on cognitive-behavioral and communication theories. The group was leaded by 2 therapists, one female and one male, and continued 12 consecutive weeks, each week for 2 1/2 hours. The evaluation on the program is based on 4 different data: 1) intake form for spouse abuse, 2) group leader's summary on each session based on video taping and an analysis after each session with two probation officers in charge for the offenders, 3) clinical measurement for self esteem (ISE), 4) daily self report on each session and the final evaluation form by the group members. The result was shown consisently that this program achieved the purpose of this study across the all 4 data. Therefore, we suggest our experimental study will be able to provide a practical basement for future development of group treatment model for Korean offenders.

• 고전문학과교육
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• 제15호
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• pp.303-327
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• 2008

The purpose of this paper is the analysis of to point its structure and meaning deduced from the rite of passage. In the light of the rite of passage, could be retrieved its value as one of significant works among the works of Gangho-sijo. is composed of nineteen pieces of monotype sijo. The first piece is a kind of prologue. The other pieces are divided into three parts which correspond with the three stages of the rite of passage-separation, transition, incorporation. As a result of this analysis, we can find out the writer's cognitive change according to the schema of the rite of passage. It becomes clear that the space of Gangho means the sacred space for mental culture rather than a separate space for escape. And considering the withdrawal for Gangho as the transition process of the rite of passage, gives a description of the disentanglement of conflict and a incorporation into the superior position of spirit.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.304-310
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• 2022

This research examines the views of teachers and parents of special schools in Saudi Arabia, exploring the schools' strengths and disadvantages, as well as their impact on teachers, parents, and students with disabilities. The respondents' key views of the schools are identified, including the areas of consensus and conflict, and recommendations are made for the future, based on the findings. This research concerns a specific special education school in Saudi Arabia, and focuses on the understanding of special education in the country. The approach to the study is targeted and qualitative, with the six participants, three teachers and three parents, intentionally selected. The data collection is conducted via semi-structured interviews that explore the participants' views of special education in Saudi Arabia. A number of issues emerge from the results, and one raised by all three teachers is the need to improve school facilities. Although all three parents report that their children clearly benefited from attending a special school, two felt that the offering was insufficient, in terms of the teaching methods, and of supporting cognitive skills.

• 한국과학교육학회지
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• 제16권4호
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• pp.340-350
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• 1996

Knowledge is composed through the interaction between the concept structure already held by students and their experience, and learning can be said to be the active process of solving the cognitive conflict caused by this interaction. Therefore, this study consists in showing the effective learning method and finding out the elements which the teacher has to own, through examining several forms of pre-conception or mis-conception of the inertia, the force-equilibrium, the action and reaction, the heat, and the electric current, and then finding out their solution and studying student's change in science concepts. For this study, the types of concept on the five above-mentioned materials which students have were examined through the concept-classifying question paper, and the classes to which the class mode for the change of concepts applied, were practised in each different classroom by each different instructor - a professor, a scientist, a teacher, and two students, respectively. And the effect of the teaching strategy based on these classes, and each different instructor' influence on the change of concept in students. were examined. The result of my study is as follows; 1. Students have various types of pre-conception which are different from science concept, and these types of pre-conception tend to last even after learning in class. 2. The thoughts on the correct science concept of the high school third-grade students who learned the physics in the traditional teaching method, and the second grade students who don't learn the physics yet, were nearly equal those of the second grade students by receiving the physics class through the cognitive conflict course were greatly changed especially that students showed the distinct change on mechanics and electric current. 3. Students didn't show the remarkable change of the science concept on the five materials in the four kinds of experimental classes by each different instructor but in the part of mechanics, there was the distinct change between the class by professor and those by the students. This was due to the difference of the authority and the attitude of the concept demonstrator. 1) The authority, the kind attitude, and the responsibility of the expert played an important role in the correct concept-formation of mechanics part - especially in the case of the mis-conception caused by the intuitive belief. 2) In the class by instructor with the democratic teaching method, the change of concept took place more easily, because in his class students could discuss the subject freely, so that they might experience the thought course to give them the confidence on the science concept.

• 사회복지연구
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• 제42권4호
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• pp.187-216
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• 2011

본 연구는 노인요양시설에 종사하는 사회복지사의 직무환경(역할갈등, 역할모호성, 역할 과다, 보상체계의 적절성)과 개인적 성향(정서적 공감성, 인지적 공감성, 외적 귀인성향, 내적 귀인성향)이 사회복지사의 소진(감정적 고갈, 개인적 성취감 저하, 클라이언트에 대한 비인격화)에 미치는 영향을 검증하여 노인요양시설에 종사하는 사회복지사의 소진을 예방할 수 있는 방안을 제시한 것이다. 노인장기요양기관으로 지정된 노인요양시설에 근무하는 사회복지사를 대상으로 설문조사를 실시, 수집된 총 312부의 자료를 기반으로 구조방정식모형을 통해 분석한 결과, 직무환경인 역할모호성은 개인적 성취감 저하와 클라이언트에 대한 비인격화에, 역할갈등과 역할과다는 감정적 고갈과 클라이언트에 대한 비인격화에 각기 유의미한 정(+)의 영향을 미치는 것을 알 수 있었으며, 개인적 성향인 인지적 공감성과 내적 귀인성향은 개인적 성취감 저하에 부(-)의 영향을, 외적 귀인성향은 감정적 고갈과 클라이언트에 대한 비인격화에 유의미한 정(+)의 영향을 미치는 것으로 알 수 있었다. 본 연구는 노인요양시설에 종사하는 사회복지사의 소진을 직무환경 뿐 아니라 개인적 성향에 주목해서 조명했다는 면에서 의의를 가진다.

• 헤리티지:역사와 과학
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• 제56권4호
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• pp.248-267
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• 2023

문화재를 교육내용으로 하는 문화재 교수·학습은 이제까지 체계적인 이론을 바탕으로 충분히 분석되고 연구되지 않았다. 교수·학습 이론 중 구성주의는 학습이란 학습자 개인의 경험과 흥미에 따라 정한 학습 내용을 스스로 구성해 나가는 과정이며, 그 결과는 그 과정을 수행할 수 있는 능력을 갖추었는가에 대한 확인으로 평가된다는 이론이다. 문화재는 생동감 있고 흥미로운 사회·문화적 산물로서 교육적 기능과 교재로서의 의미를 충분히 지니고 있는 교육내용이다. 이런 특징을 지닌 문화재라는 교육내용에 구성주의 이론을 적용해본다는 것은 매우 의미 있는 연구라고 생각된다. 이런 문제의식을 바탕으로 본 연구는 이론적 토대로 구성주의 교수·학습의 특성과 원리, 문화재의 특성과 구성주의적 문화재 교수·학습 원리를 살펴보았다. 또 구성주의 관점에서 현행 문화재 교수·학습을 분석하고 그 문제점도 도출하였다. 이를 바탕으로 교수·학습 과정은 학습자 중심이어야 하며, 교수·학습 원리는 인지갈등이어야 하고, 교수·학습 내용은 과제해결 형태이어야 하며, 교수·학습 활동은 상호협동적이어야 한다는 문화재 교수·학습의 방향을 제시하였다. 그리고 구성주의 관점의 문화재 교수·학습의 실제 모습을 구체적으로 보여주기 위해 하나의 프로그램을 사례로 제시하였다. 구성주의 관점의 문화재 교수·학습 연구는 우리가 아직 찾지 못한 문화재의 새로운 의미를 발견하는 기회가 될 것이며, 아울러 이제까지 체계적으로 연구되지 못했던 문화재 교수·학습의 방향을 제시하고 정립하는 계기가 되리라고 생각한다.

• 컴퓨터교육학회논문지
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• 제14권6호
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• pp.31-39
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• 2011

정보통신환경에는 관련지식이 부족하고 가치관도 정립되지 못한 초등학생들에게 특히 큰 위험요소가 상존한다. 본 논문에서는 초등 학생들의 정보통신윤리 수준을 개선시키고자 학생들이 더욱 많이 참여하고 흥미도 느낄 수 있는 사례 기반의 다중형 교수학습모형을 제안한다. 제안 모형은 실제 생활속에서 발생할 수 있는 정보통신윤리 갈등상황을 중심으로 진행된다. 수업은 사례기반으로 진행하기 적합하도록 세 종류의 교수학습모형(가치 갈등, 가치 명료화, 역할놀이 교수학습모형)을 통합하여 적용한다. 적용 후, 제안모형이 정보통신윤리 수준 향상에 미치는 교육적 효과를 차시별로 비교 분석한다. 검증은 평가지와 설문방법을 통하여 인지적, 정의적, 행동적, 종합적인 영역의 4가지로 나누어 실시한다. 연구결과, 제안모형이 학생들의 정보통신 윤리수준을 향상시키는데 긍정적인 효과가 있음을 보이고 있다.