• 한국초등과학교육학회지:초등과학교육
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• 제23권4호
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• pp.357-363
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• 2004

이 연구의 목적은 생각하는 과학 프로그램이 초등학교 학생들의 인지발달 가속과 인지과정 기능의 발달에 미치는 효과를 알아보는 것이었다. 이 연구에는 초등학교 5학년 305명이 참여하였으며, 연구 대상을 실험 집단과 통제집단으로 나눈 후 실험집단에게는 2년동안 생각하는 과학 프로그램을 처치하였다. 연구 결과, 생각하는 과학 프로그램에 의한 초등학생의 인지발달 가속 효과는 있었다. 그리고 성별에 따른 인지발달 가속 효과를 살펴본 결과 여학생에게만 효과가 있었다. 또한 생각하는 과학 프로그램은 초등학생의 인지과정 기능의 발달에도 효과가 있었고, 인지과정 기능 영역별로 살펴본 결과 주의와 동시적 정보처리 영역에서 효과가 있었다. 이러한 결과는 생각하는 과학 프로그램이 인지과정 기능에 대해 원전이 효과가 있음을 보여주는 것이다.

• 한국정보과학회 언어공학연구회:학술대회논문집(한글 및 한국어 정보처리)
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• 한국정보과학회언어공학연구회 1994년도 제6회 한글 및 한국어정보처리 학술대회
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• pp.132-139
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• 1994

Cognitive Spelling Therapist generates the candidates for correction of one-letter misspelling words, which correspond to over 80 % of the misspelling words. One-letter misspelling can be divided into four categories, and for each categories Cognitive Spelling Therapist copes them with seperate cognitive therapies. Each therapy is based on cognitive causes of misspelling: figural confusion, pronunciation confusion, and keyboard confusion. Cognitive Spelling Therapist generates three candidates for correction in average. After we tested the correctness of candidates with 185 misspelled words randomly sampled from two typist for two months, Cognitive Spell Therapist showed 97.5 % correction for substitution errors, while insertion, deletion, and transposition errors were perfectly corrected.

• Progress in Superconductivity
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• 제10권2호
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• pp.144-148
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• 2009

A current limiter was manufactured using a Josephson junction array to cut off an excessive current flowing into the SQUID sensor. The Fabricateed Josephson junction array was connected in series with a flux transformer that consists of a pick-up coil and an input coil, and the flux transformer was inductively coupled with a Double Relaxation Oscillation SQUID(DROS). The flux-voltage modulation curve was induced by applying an AC magnetic field whose magnitude was far smaller than that of the DC magnetic field. A change in the flux-voltage modulation curve of the SQUID was observed while the DC magnetic field was increased, to qualitatively examine the current limiting characteristic of the Josephson junction array. As a result, it was found that the SQUID flux-voltage modulation curve disappeared at the critical current of the Josephson junction array, which indicates that the Josephson junction array properly works as a current limiter.

• 한국초등과학교육학회지:초등과학교육
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• 제29권3호
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• pp.277-291
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• 2010

In this study, we investigated the effects of explicit instruction about nature of science by elementary school students' cognitive level. Participants were six classes, 187 sixth graders at elementary schools in Daegu. Three classes were assigned to control groups and the other classes to treatment groups. Control groups were provided normal instructions and treatment groups were provided instructions integrated with nature of science about chapter 'electromagnet' for 9 class periods. The results of this study were as follow. Both low-cognitive level students and high-cognitive level students in the treatment groups are improved in understanding about nature of science by the explicit instructions about nature of science. Especially, the high-cognitive level students had more improvement than the low-cognitive level students in understanding about nature of science by the explicit instructions about nature of science. There were no significant differences between the test scores of the two groups in the science interest sub-domain of the science-related affective domain. But, there were significant differences between the test scores of the two groups in curiosity and open-mindedness of the scientific attitudes sub-domain of the science-related affective domain.

• 한국과학교육학회지
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• 제13권2호
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• pp.163-171
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• 1993

The purpose of this study was to evaluation of science curriculum by the cognitive preference construct, the instrument of emotional domain. The effects of students' variables on the cognitive preference were also examined. Samples of 216 boys and 166 girls for this study were selected from the secondary school students. he data were analyzed by ANOVA, Pearson correlation, factor analysis, etc. The results of this study are as follows: (1) The students prefer the Principles of science than any other kind of cognitive preference. (2) Sex has influence on the tendency of students' cognitive preference among the studnets' variables. (3) It is not significantly different the tendency of student's cognitive preference according to IQ among the studnets' variables. (4) Most of the students avoid Critical Questions and Applications of cognitive preference in spite of the difference of sex, grade, and department of the students.

• 한국초등과학교육학회지:초등과학교육
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• 제37권3호
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• pp.285-295
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• 2018

The purpose of this study is comparing cognitive development of elementary $4^{th}$ graders and cognitive demand of activities in lesson 'The mirror and the shadow.' Also, the researchers tried to reveal how cognitive development of elementary $4^{th}$ graders and cognitive demand of textbook activities affects the achievement of students. To study students' cognitive development, the researchers use GALT(Group Assessment of Logical Thinking). Piaget's scientific thinking is used to evaluate cognitive demand of textbook activities. With several experts in science education the researchers discussed which scientific thinking is contained in each activities. The results were followed as : (1) The third of activities are significantly affected by students' cognitive development. (2) The another third of activities are influenced by not only students' cognitive development but also other factors experimental instrument. (3) The environmental factors had meaningful impact on the other third of activities.

• 한국과학교육학회지
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• 제36권6호
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• pp.935-946
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• 2016

이 연구의 목적은 과학교육과 관련된 인지편향을 확인하고 과학교육을 통하여 인지편향을 줄일 수 있는 방법을 확인하기 위하여 계획되었다. 문헌조사를 통하여 연구되어진 인지편향을 수집하였고, 과학학습의 관련성이 높은 인지편향을 과학교육전문가와의 토론을 통하여 추출하였다. 연구 결과 합리적 인과관계추론을 방해하는 인지편향, 다양한 정보와 결론 생성을 방해하는 인지편향, 자기반성적 학습을 방해하는 인지편향, 자기 주도적 의사결정을 방해하는 인지편향, 범주 제한적 사고를 조장하는 인지편향의 다섯 가지로 분류하였고, 총 29개의 인지편향들을 조사하였다. 합리적 인과관계추론의 방해하는 인지편향은 목적론적 사고, 가용성 편향, 착각적 상관, 클러스터 착각이었다. 문제해결에서 다양한 정보의 탐색을 방해하는 인지편향은 선택적 지각, 실험자 편향, 확증편향, 단순 사고 효과, 주의 편향, 신념편향, 실용 오류, 기능적 고착, 틀 효과가 있었다. 자기반성적 학습을 방해하는 인지편향은 과도한 자신감 편향, 우월성 편향, 계획 오류, 기본적 귀인 오류, 더닝-크루거 효과, 사후확신편향, 맹점편향을 확인하였다. 자기 주도적 의사결정을 방해하는 인지편향은 동조효과, 편승효과, 집단사고, 권위에 호소, 정보편향이 있다. 마지막으로 범주 제한적 사고를 조장하는 인지편향으로는 심리학적 본질주의, 고정관념, 의인화, 외집단 동질성 편향이 있었다. 연구된 인지편향에 대한 심리학적 특징들과 과학교수-학습방법들을 토대로 인지편향을 줄이고 역량을 향상시킬 수 있는 수업 방법에 대해서 논의한다.

• 한국축산식품학회지
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• 제42권6호
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• pp.981-995
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• 2022

Cognitive dysfunction is a common symptom of neurodegenerative diseases, such as Alzheimer's disease, Parkinson's disease, and Huntington's disease, and is known to be caused by the structural and functional loss of neurons. Many natural agents that can improve cognitive function have been developed and assessed for efficacy using various cognitive deficit animal models. As the gut environment is known to be closely connected to brain function, probiotics are attracting attention as an effective treatment target that can prevent and mitigate cognitive deficits as a result of neurodegenerative diseases. Thus, the objective of this review is to provide useful information about the types and characteristics of cognitive deficit animal models, which can be used to evaluate the anti-cognitive effects of probiotics. In addition, this work reviewed recent studies describing the effects and treatment conditions of probiotics on cognitive deficit animal models. Collectively, this review shows the potential of probiotics as edible natural agents that can mitigate cognitive impairment. It also provides useful information for the design of probiotic treatments for cognitive deficit patients in future clinical studies.

• 한국과학교육학회지
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• 제14권1호
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• pp.70-84
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• 1994

This study tried to find the effect to cognitive structure upon the momentum effect. The previous studies showed that the momentum effect is influenced by students' cognitive levels and the abstractness of test items. The cognitive structure is examined by cognitive level and cognitive style. Cognitive levels and cognitive styles are determined by GALT and GEFT respectively. The research method used in this study is time series design. The period is 50 days. The period is divided into "pre-test", "intervention-test", "post-test". Pre-test period is 5 days and in this period class instruction does not exist Intervention-test period is 30 days and in this period class instruction exist Post-test period is 15 days and in this period class instruction does not exist. Field independent students showed longer momentum effect than field dependent students. Formal level students showed less ratio of decrease on post-test than nonformal level students. Momentum effects is not artifact but the essential characteristics of science study.

• 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.