• Journal of The Korean Association For Science Education
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• v.23 no.4
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• Journal of the Korean Society of Safety
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• v.16 no.3
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• pp.117-124
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• 2001

This paper introduces m analysis framework and procedure for the support of the cognitive error analysis of emergency tasks in nuclear poler plants. The framework provides a new perspective in the utilization of influencing factors into error prediction. The framework can be characterized by two features. First, influencing factors that affect the occurrence of human error me classified into three groups, i.e., task characteristic factors(TCF), situation factors(SF), and performance assisting factors(PAF). This classification aims to support error prediction from the viewpoint of assessing the adequacy of PAF under given TCF and SF. Second, the assessment of influencing factors is made by each cognitive function. Through this, influencing factors assessment and error prediction can be made in an integrative way according to each cognitive function. In addition, it helps analysts identify vulnerable cognitive functions and error factors, and obtain specific nor reduction strategies. The proposed framework was applied to the error analysis of the bleed and feed operation of nuclear emergency tasks.

• Journal of Agricultural Extension & Community Development
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• v.21 no.4
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• pp.1029-1060
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• 2014

The purpose of this study are to figure out whether there are the meaningful differences between learner's learning achievements and contents preference in accordance with the delivery strategies (instructor-focused model, learner-focused model) of learning materials suggested by Bloom in web-based instruction, and to suggest the various options on the contents delivery strategies to improve the learner's learning achievements of each learning domains. Learning domains were divided by the cognitive domain, the affective domain, and the psychomotor domain. The result of research with 182 learners showed that learner-focused model in the cognitive domain caused higher learning achievements and preference than instructor-focused model. And instructor-focused model in the psychomotor domain compared with learner-focused model caused higher learning achievements and preference. However, there were less meaningful differences in the affective domain. In other words, learner-focused model is appropriate to the feature of the cognitive domain while instructor-focused model is appropriate to the feature of the psychomotor domain. The results suggest that delivery strategies should be chosen by domains of learning contents in order to improve learner's learning achievements in web-based instruction. Learner-focused delivery strategies in the cognitive domain and instructor-focused delivery strategies in the psychomotor domain need to be considered positively. Delivery strategies should be studied and developed in order to lead higher learning achievements and preference.

• Journal of Korean Critical Care Nursing
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• v.13 no.3
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• pp.75-85
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• 2020

Purpose : This study aimed to identify the prevalence and risk factors of cognitive impairment in survivors discharged from the intensive care unit (ICU). Methods : This secondary analysis study utilized data from a multicenter prospective cohort of post-ICU patients. We analyzed the data of 175 patients enrolled in the primary cohort who completed the cognitive function evaluation three months after ICU discharge. Cognitive function was assessed using the Montreal Cognitive Assessment (MoCA) scale. The cut-off points for cognitive impairment were < 23 for face-to-face evaluation and < 18 for telephone evaluation. Results : The prevalence of cognitive impairment three months after ICU discharge was 32.6%. Significant risk factors for cognitive impairment were age ≥ 60 years (OR=10.52, 95% CI=3.65~30.33, p<.001), education < high school graduation (OR=2.53, 95% CI=1.07~6.01, p=.035), unplanned ICU admission (OR=4.01, 95% CI=1.45-11.14, p=.008), and delirium in the ICU (OR=4.33, 95% CI=1.08-17.23, p=.038). Conclusion : ICU nurses should use preemptive strategies to reduce post-ICU cognitive impairment of patients with risk factors. It is necessary to frequently assess and detect early delirium in critically ill patients, while attempting various non-pharmacological interventions.

• Journal of The Korean Association For Science Education
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• v.24 no.4
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.83-89
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• 2002

In this study, students' responses to anomalous data in studying ‘density' were analyzed, and the relationships among trait/state self-regulation strategies, the degree of cognitive conflict, and conceptual change were examined. A trait self-regulation strategy test, a preconception test, and a test of response to anomalous data were administered to 352 eighth graders. Among them, 146 students whose preconceptions were consistent with the presented initial theory were selected. After they had read a scientific explanation, a state self-regulation test and a researcher-made conception test were administerd. There were no significant correlations among the subcategory scores of trait/state self-regulation strategies and the degree of cognitive conflict. The scores of the conception test were significantly correlated with those of trait planning, trait effort, state planning, state self-monitoring, and state effort. State effort was only a significant predictor on students' conceptual change.

• Journal of Digital Convergence
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• v.13 no.4
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• pp.191-203
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• 2015

In foreign language, vocabulary is the most essential and fundamental elements. Traditional language learning methods that are to understand and to memorize the English contents can only be obvious limitations. In this paper, we proposed the speaking-centered learning methods based on cognitive strategies and speech recognition considering the learner characteristics. We have designed and implemented the cognitive strategy-based speaking training system for acquisition elementary English vocabulary. We were divided into control group and the experimental group and applied to the system to analyze the learning effect. The result of Analysis, the proposed system is increased motivation and achievement of learners. In addition, the proposed system is improved an academic learning participation, Project accomplish, self-interesting and leadership skills. Through this study, we expect that students improve the ability of practical skills in speaking English.

• Journal of The Korean Association For Science Education
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• v.18 no.2
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• pp.173-182
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• 1998

This study investigated the influences of metacognitive learning strategies upon 6th-graders' achievement, science process skill, use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude. The metacognitive learning strategies were developed on the basis of previous results and modified in a pilot study. Before the instructions, a pretest of motivation was administered, and used as a blocking variable. The score of previous achievement test was used as covariates for achievement and science process skill. Tests of use of cognitive strategies, use of metacognitive strategies, self-efficacy, intrinsic value, attitude toward science class, and scientific attitude were also administered, and their scores were used as covariates. After the instructions, a researcher-made achievement test, the Middle Grades Integrated Science Process Skills Test, and post-tests of above variables were administrated. Two-way ANCOVA results revealed that the scores of the treatment group were significantly higher than those of the control group for all tests except for science process skill. No interactions between the treatment and the level of the previous motivation were found. Educational implications are discussed.

• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.175-187
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• 2010

This study aims to analyze the causal relationship among teaching, cognitive, social presence and the learning outcome. It also provides the base data on the development of cyber education and its management strategies. During the first semester of 2009, 802 students at W cyber university completed surveys about their learning experience in teaching presence, cognitive presence, social presence, and learning outcome. The results indicated that there was a meaningful effect of teaching presence and cognitive presence on satisfaction, and that of cognitive presence on academic achievement. Based on these results, this study suggests instructional design methods and management strategies to improve the quality of learning in cyber universities.

• Korean Medical Education Review
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• v.23 no.2
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• pp.118-127
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• 2021

Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.