• 한국디자인학회:학술대회논문집
• /
• 한국디자인학회 2005년도 춘계 학술발표대회 논문집
• /
• pp.310-311
• /
• 2005

• 한국실내디자인학회논문집
• /
• 제23권4호
• /
• pp.140-148
• /
• 2014

The objective of this study is to address Effective Learning Methodology by subjects to acquire National Certification which is an essential requirement to get employed. For this purpose, analysis was completed after conducting a survey on the class to obtain Interior Architecture Engineer Certification. 23 applicants were selected based on effectiveness of each subject, level of difficulty, degree of understanding, mentoring effect, self-driven learning, and group discussion. Results are as below. Upon the first written test, Interior Design Theory and Chromatics showed a high learning effectiveness in self-driven learning and mentoring. Ergonomics showed a high learning effectiveness in mentoring, self-driven learning and group discussion while Building Materials, Architecture Construction presented a high effectiveness only in mentoring and group discussion. Architecture Environment showed average learning effectiveness in mentoring and group discussion and showed a low effectiveness in self-driven learning. Upon the second practice test, Interior Architecture Construction and Planning/Management of Construction Materials presented an average learning effectiveness in mentoring and group discussion. Process Control and Adding Up(Supply Calculation) showed a low learning effectiveness in self-driven learning and presented an average to below average learning effectiveness in mentoring and group discussion. Lastly, Interior Design Plan, Interior Design Drawings presented average learning effectiveness in mentoring and group discussion however they showed a high effectiveness in self-driven learning.

• 대한안전경영과학회지
• /
• 제15권1호
• /
• pp.271-281
• /
• 2013

In the trend toward globalization, cross-cultural teams in organizations are becoming more and more common. In particular, the influence of China and Western Europe on the global economy is getting increased. With this trend, it is important to understand cross-cultural characteristics for group decision making in managerial environments. This study aims at analyzing cross-cultural differences between China and Western Europe in light of the effect of group discussion in group decision making. An experiment simulating a decision of a car purchase was conducted. A total of 48 subjects (24 Chinese and 24 Western Europeans) assigned in decision groups were asked to judge relative importance ratios of nine factors affecting their purchase decisions using the AHP program developed for the experiment. Three dependent variables (consistency, satisfaction, and consensus) were measured. Chinese were slightly more consistent than Western Europeans in discussion-involved group decision making. In terms of decision satisfaction, Western Europeans were more satisfied with discussion-included decisions than discussion-excluded decisions. Chinese, on the contrary, did not show a significant difference. There was no significant difference between two cultures in decision consensus.

• 대한화학회지
• /
• 제46권1호
• /
• pp.76-82
• /
• 2002

본 연구에서는 과학 개념 학습을 위한 소집단 토론에서 지식구성 과정에서의 언어적 상호작용을 촉진하기 위한 방안으로 인지적 역할 부여의 효과를 조사하였다. 중학교 1학년 학생 62명을 대상으로 설명, 반박, 정리, 조정 활동을 촉진하는 인지적 역할을 부여한 소집단 토론 수업(CR)과 특정한 역할을 부여하지 않은 소집단 토론 수업(NSR)을 9차시 동안 실시하였다. 수업 처치 후, 학업 성취도, 개념 이해도, 과학 학습 환경에 대한 인식, 토론에 대한 인식 검사를 실시하였다. 이원 공변량 분석 결과, 학업 성취도 점수에서 사전 성취 수준 하위 학생들의 경우 NSR 집단이 CR 집단보다 점수가 유의미하게 높았다. 개념 검사에서도 유사한 경향성이 나타났다. 과학 학습 환경 인식과 토론에 대한 인식 검사 점수에서는 집단 간에 유의미한 차이가 없었다.

• 아동학회지
• /
• 제28권1호
• /
• pp.1-16
• /
• 2007

The purpose of this study was to analyze the effects of storytelling and discussion types on the language development of young children. 32 treatment sessions were applied to the two experimental groups and the control group(N=151) during 16 weeks. One experimental group children discussed among themselves while the other experimental group children did with teacher. The control group children listened to storytelling by their teacher. Findings are as followings. Children of two experimental groups discussing on storytelling gained higher scores in vocabulary test and reading test than those of control group. The first experimental group discussing about storytelling with teacher gained higher scores in comprehension test than the second experimental group debating among themselves. But, there was no statistically significant difference on vocabulary and reading tests between two experimental groups. It was statistically significant difference on meaning test between two experimental groups.

• 한국조사연구학회지:조사연구
• /
• 제8권2호
• /
• pp.43-66
• /
• 2007

본 연구는 공론조사(deliberative poll)에서 숙의(deliberation)를 유도하는 방법의 문제가 무엇인지 살펴보고자 한다. 지금까지 공론조사의 문제점으로는 대표성 저하 문제가 주로 지적되어 왔고 공론조사의 핵심이라 할 수 있는 숙의 방법에 대한 문제 제기는 거의 없었다. 즉 피시킨이 제안한 공론조사는 전문가 강연 및 인위적인 집단토론 방법을 이용했는데, 최근 이루어진 공론조사들은 이것을 의심의 여지없이 수용해 왔다고 할 수 있다. 본 연구는 공론조사의 숙의 방법 자체에 어떠한 문제가 있는지를 살펴보기 위한 목적에서 출발했다. 특히 숙의 유도 방법으로서 전문가 강연 및 토론 등의 전통적인 방법이 한국 상황에서도 적합할지에 의문을 제기해 보았다. 본 연구를 위채 2006년 2월 전국 1,000명을 대상으로 유선전화를 이용한 '생명과학 인식에 대한 전국 여론조사'를 실시했다. 조사 결과 숙의 유도의 주요 방법인 집단토론은 보편성이 떨어지고, 표본의 대표성도 저하시키는 것으로 나타났다. 한국에서 공론조사가 성과를 거두기 위해서는 인위적인 토론 과정에의 참가만을 판단하여 숙의가 이뤄졌다고 단정하기보다는 자연적인 숙의를 유발할 수 있는 방안의 모색이 필요하다.

• 한국보육지원학회지
• /
• 제14권5호
• /
• pp.65-84
• /
• 2018

Objective: This study investigated the effects of discussion using personality picture books on young children's self-regulation ability and pro-social behaviors. Methods: Participants consisted of thirty-nine 5-year-old children who were going to a kindergarten in Gwangju metropolitan city. Nineteen children belonged to the experimental group and twenty children to the comparative group. The experimental group carried out discussion using personality picture books, and the comparative group carried out conversation activities. Results: The results of this study demonstrated that the experimental group scored higher than the comparative group in self-regulation ability and pro-social behaviors. That is to say, the experimental group scored higher than the comparative group in three sub factors of self-regulation ability and seven sub factors of pro-social behaviors. Conclusion/Implications: It is significant that this study provides useful information about discussion using personality picture books with young children that can be used in the early childhood field.

• 아동학회지
• /
• 제20권3호
• /
• pp.307-324
• /
• 1999

The present study examined the effect of prosocial discussion on adaptation to school life, relationships with others, and ability to control emotions as represented in unit block activities. Prosocial discussion centered on pictures describing simple conflict situations. In post-discussion observations, the experimental group exhibited more positive change in social skills compared with the control group. Suggestions were made for incorporation of discussion of simple conflict situations into instructional programs.

• 한국산학기술학회논문지
• /
• 제12권4호
• /
• pp.1609-1620
• /
• 2011

본 연구의 목적은 독서토론 진로집단 상담프로그램이 초등학생의 진로발달과 성취동기의 향상에 영향을 미치는지 그 효과를 알아보는데 있다. 이를 위하여 초등학생 5학년 세 학급을 실험집단, 비교집단 A, 비교집단 B로 각각 선정하였다. 실험집단에는 독서토론 진로집단 상담프로그램을 5주간 10회기에 걸쳐 실시하였고, 같은 기간 비교집단 A는 진로인식 집단상담 프로그램을, 비교집단 B는 교과학습을 실시하였다. 연구결과 독서토론 진로상담 프로그램 집단이 교과학습을 실시한 집단에 비해 진로발달에 유의한 향상이 있었으나 진로인식 상담 집단에 비해서는 유의한 차이점이 나타나지 않았다. 또한 독서토론 진로상담 프로그램 집단이 교과학습을 실시한 집단과 진로인식 상담 집단에 비해 성취동기가 유의하게 향상되었다.

• 한국초등과학교육학회지:초등과학교육
• /
• 제25권1호
• /
• pp.59-69
• /
• 2006

The purpose of this study was to investigate effects of discussion using newspapers on fifth grade elementary school students' academic achievement and affective characteristics related to science. Additionally, this study intended to examine students' ideas about newspaper utilization, discussion based learning and science with questionnaire. The subjects were 59 fifth grade students from two classes. NIE was used in the experimental group and traditional teaching methods in the control group. In pretest and posttest sessions, both groups were evaluated by the academic achievement test, and an affective characteristics related science test. The results of this study showed that the academic achievement of the experimental group which applied discussion using newspapers was significantly higher than that of the control group which applied traditional instruction, especially in terms of knowledge and understanding. Additionally, the results showed that discussion using newspapers had a positive effect on affective domains such as perception, interest and attendance for science classes. In particular, the post-results of the experimental group were higher than pre-results, on the other hand, those of the control group were lower than preresults in all affective domains. It appeared that students had positive thoughts about newspaper utilization, discussion based learning, and science. The half of students who had low academic achievement showed negative reactions for discussion based learning.