• 한국과학교육학회지
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• 제17권3호
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• pp.323-332
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• 1997

In order to use analog more systematically in science class, an instructional model was designed on the basis of analogical reasoning processes (encoding, inference, mapping, application, and response) in the Sternberg's component process theory. The model has five phases (introducing target context, cue retrieval of analog context, mapping similarity and drawing target concept, application, and elaboration), and the instructional effects of using the model upon students' comprehension of science concepts and motivation level of learning were investigated. The treatment and control groups (1 class each) were selected from 8th-grade classes and taught about chemical change and chemical reaction for the period of 10 class hours. The treatment group was taught with the materials based on the model, while the control group was taught in traditional instruction without using analog. Before the instructions, modified versions of the Patterns of Adaptive Learning Survey and the Group Assessment of Logical Thinking were administered, and their scores were used as covariates for students' conceptions and motivational level of learning, respectively. Analogical reasoning ability test was also administered, and its score was used as a blocking variable. After the instructions, students' conceptions were measured by a researcher-made science conception test, and their motivational level of learning was measured by a modified version of the Instructional Materials Motivation Scale. The results indicated that the adjusted mean score of the conception test for the treatment group was significantly higher than that of the control group at .01 level of significance. No significant interaction between the instruction and the analogical reasoning ability was found. Although the motivational level of learning for the treatment group was higher than that for the control group, the difference was found to be statistically insignificant. Educational implications are discussed.

• 한국과학교육학회지
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• 제18권3호
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• pp.347-355
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• 1998

학생의 선개념은 일상적 상황의 경험을 바탕으로 형성된 반면, 과학적 개념은 이상화된 상황을 전제로 하여 형성된 것이므로, 개념변화에 필요한 학생의 인지갈등을 유발하려면 이러한 상황의 불일치를 고려할 펼요가 있다. 또한, 학생들은 자신의 생각과 불일치한 현상을 대면하였을 때, 적당한 보조가설을 도입하여 이를 설명하려 함으로 개념변화가 이루어지지 않을 수 있다. 오히려, 과학적 개념이 일상적 상황에서 잘 맞지 않는다고 학생들이 생각할 수 있으므로, 과학적 개념에 따른 보조 가설을 도입하여 일상적 상황의 현상을 설명할 필요가 있다. 본 연구에서는 이러한 점들을 고려한 개념변화 모형을 구안하고, 이에 따라서 보조 가설의 대비를 통한 인지갈등의 명료화, 이상적 상황의 관찰을 통한 과학적 개념의 개념적 지위 상승, 교량적 실험활동을 통한 학생의 선개념의 지위 하강을 통하여 개념변화가 이루어지게 하는 세 단계로 구성된 학습지도 모형인 '구조화된 대비활동'을 제안하였다.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제36권1호
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• pp.39-57
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• 2022

본 연구는 맥락에서 출발하여 추상화로 나아가는 방식으로 수학 학습을 설명하는 AiC(Abstraction in Context) 이론에 따른 수업이 부정적분과 정적분의 관계에 대한 이해를 촉진하는 지를 파악하는 데 목표를 둔다. 이를 위해 과학고등학교 2학년 학생 8명을 대상으로 설계한 적분 지도 방안에 따라 수업을 실시했으며, 전 수업 과정을 녹화, 녹음한 자료와 활동지 등의 자료를 수집하고 분석하였다. 분석 결과, 연구에 참여한 학생들은 누적 개념이 내재된 맥락에서 출발하여 동료 학생들과 상호 소통하면서 부정적분과 정적분의 관계에 연결되는 세 가지 지식 요소인 '누적함수의 순간 변화율', '부정적분을 이용한 정적분의 계산', '누적함수를 이용한 부정적분의 결정'을 구성하였다. 연구결과를 바탕으로, AiC 관점은 부정적분과 정적분 관계의 학습을 지원하는 잠재력을 가지고 있으며, 이를 다른 학습영역으로 확장하여 고등학교 수학수업을 개선하는 데에도 활용할 수 있음을 논의하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제25권4호
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• pp.396-406
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• 2006

In this study, elementary school students' science learning characteristics together with the levels of inquiry requirement in elementary school science experiment instruction were investigated in terms of the affective domain. We divided seventy-three students of the fifth ade into two groups according to the levels of inquiry requirement. After each instruction had been implemented, the characteristics of the students' learning in terms of the affective domain were compared and analyzed within the context of the levels of inquiry requirement. There were no significant differences between Level 1(LL) and Level 2(HL) groups in terms of the affective characteristics. These results may be caused by the burden imposed by the difficulty in thinking through and setting up the experimental methods. However, the HL group students' levels of interest in science experiments was higher than that of the LL group. In conclusion, the HL instruction contributed little to the improvement of affective characteristics. Some possible reasons might be that students felt difficulties with the somewhat unfamiliar instructions which required them to design and perform experiments. Higher levels of interest in science experiments amongst HL students' implies that well-organized and continuous exercises involving the design and performance of experiments could improve students' scientific affective characteristics.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제4권1호
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• pp.45-55
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• 2000

The rapid proliferation of wireless networks provides a ubiquitous channel for delivering instructional materials at the convenience of the user. By delivering content through portable devices linked to the Internet, the full spectrum of multimedia capabilities is available for engaging the user's interest. This capability encompasses not only text but images, video, speech generation and voice recognition. Moreover, the incorporation of machine learning capabilities at the source provides the ability to tailor the material to the general level of expertise of the user as well as the immediate needs of the moment: for instance, a request for information regarding a particular city might be covered by a leisurely presentation if solicited from the home, but more tersely if the user happens to be driving a car. This paper presents system architecture to support mobile instruction in conjunction with knowledge-based tutoring capabilities. For concreteress, the general concepts are examined in the context of a system for mathematics education on the Web.

• 영어어문교육
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• 제10권3호
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• pp.41-66
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• 2004

Under the textbook-driven approach to English education in the Korean selling, the importance of the English textbook can not be overemphasized as the main source of learning materials. Recently, with the development of computer-based language corpora, the recognition of the importance of collocations and the availability of computerized databases of words have caused a resurgence and facilitation in the instruction of collocation. The primary purpose of the present study is to identify the characteristics of lexical collocation and the extent of its use in high school 10th-grade textbooks. From all the analyses, it is revealed that the language materials reflect various constructed collocation in the case of adjective+noun and noun+noun collocations in a natural context. However, verb+noun and adverb+verb collocations are not fully reflected. This is true for delexicalized verbs, and verb and adjective intensifiers. Also the language materials do not provide sufficient support for the lexical syllabus, even though all textbooks may be somewhat adequate in terms of vocabulary size. Finally, based on the analyses of the texts, the suggestions for English collocation instruction are made in the lexical approach.

• 공학교육연구
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• 제13권3호
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• pp.53-60
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• 2010

이 연구는 최근 급증하고 있는 공과대학 영어강의가 글로벌 인재 양성에 기여하려는 본래의 목적을 실현하기 위해 어떤 방식으로 추진되어야 할지를 탐구하고 있다. 21세기 사회에서 공과대학 학생들은 다양한 언어와 문화적 차이, 서로 다른 동료와 일하기 위한 전략을 개발할 필요가 있다. 단순히 영어강의를 제공한다고 해서 학생들의 글로벌 능력이 향상되는 것은 아니다. 이 연구는 사례 분석에 기초하여 서로 다른 문화와 의사소통과정에 대한 이해를 요구하는 글로벌 공학교육의 맥락에 영어강의를 위치시켜야 한다는 점을 강조한다. 그리고 영어강의를 개선하기 위한 몇 가지 방안을 제시하고 있다.

• 수산해양교육연구
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• 제11권1호
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• pp.43-58
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• 1999

To instruct in accordance with learner's trait & preceding knowledge, letting the learner control the learning activities is the important task of educator & major goal of the Education Department this year. This article intends to provide useful Instructional Model for the teachers in fisheries marine high school, when they design the individualized teaching model using motivation. One of the major reason for the fisheries marine high school students' low learning achievement is due to the neglecting motivation elements in teaching - learning processes. Recently, with assistance of the information communication technology development, various teaching methods such as Individualized Multimedia Mediated Instruction, Internet Instruction, have come to the major method in activating motivation and computer-mediated instruction considering the learner's individual difference is the useful tools for the instructional efficiency. Because current navigation text book of fisheries marine high school have special characteristic considering the spacial context & time series from departing port to entering port, Teachers can maximize learner's learning accomplishment by using individualized multimedia & providing similar situation like a real navigation(simulating), representing this text characteristics. Thus this paper searches for the specifications of Keller's Motivation Model & Sweeter's Tutorial Model to solve instructional efficiency problems in fisheries marine high school & developed an efficient instructional design by integrating two models.

• Educational Technology International
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• 제14권1호
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• pp.55-74
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• 2013

The diversity of students is getting increased in the contemporary classroom. To deal with the diversity, differentiated instruction (DI) should be considered as a way of providing alternative approaches to content, process and product according to the students' readiness, interest, and learning needs. Teachers have problems and difficulties in supporting different student's needs. In fact, teachers need proven tools including framework, guidelines or computing systems to help to practice DI in real context. According to the activity theory, tools influence on how people act and think and even their social practice, playing a crucial role in mediating the activities with people. In DI practice, there are also some studies about physical and abstract tools, but they have been not widely utilized by teachers in real schools. It means that more innovative tool to promote DI might be required. Therefore, to design a better tool to mediate the DI activities with teacher, case studies were conducted. In order to elicit the design implications, two physical and two abstract tools for DI practice were analyzed as case studies. Through the analysis of the case studies, eight design implications better to facilitate DI practice were suggested. This study has implications in suggesting design guidelines for teachers' tools to facilitate their DI practice by analyzing case studies in DI practices for an innovative tool in the educational practice.

• 한국철학논집
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• 제35호
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• pp.415-443
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• 2012

도덕과수업은 도덕이라는 추상적 대상을 구체적으로 표현하여 전하면서, 정서가 담재된 도덕적 의미의 발생을 추구한다. 이 측면에 주목하면, 도덕과수업은 예술적 상징 언어와 닮음이 있으며, 특히 시적 상징과 닮음이 있다. 시는 예술적 상징 언어의 전형적 양식이며, 시에서 추상적 대상의 의미를 수용 가능하게 표현하는 대표적 표현방식이 시적 상징이기 때문이다. 시적 상징은 시적 성찰을 언어로 표현하지만, 동시에 언어의 한계를 넘어선 형이상학적 의미를 전한다. 이를 위해 시적 상징은 불가시적인 형이상학적 원관념을 암시하는 가시적인 구체적 보조관념을 겉으로 드러낸다. 원관념을 은폐하고 보조관념을 드러내는 시적 상징은 동일성, 암시성, 다의성, 입체성, 문맥성, 전체성 등을 특성으로 한다. 이러한 특성을 가진 시적 상징이 시인의 창조적 상상력과 결합되어 개인적 상징으로 나타나고, 그것이 독자의 상상력과 결합되어 시적 의미로 체험된다. 시적 상징으로서의 도덕과수업은 이러한 시적 체험과 유사한 학습 경험을 제공하기 위한 것이다. 이를 위해서 도덕과수업은 논리적이고 산문적인 설명보다는 도덕적 의미 발생이 가능한 상징적 형식으로 구성되어야 한다. 이러한 구성을 위해서는 지도요소를 구체화하는 상징적 매개체 찾고, 상징적 매개체의 도덕적 의미를 다양하게 검색하면서, 그 도덕적 의미에 대한 해석이 가능하도록 수업을 구성해야 한다. 이렇게 구성된 도덕과수업이 시적 상징을 닮는다면, 그 수업은 좋은 시에서 시인이 표현한 주제를 독자가 공감적으로 수용하듯이 교사가 표현한 교육내용을 학생은 정서가 수반된 도덕적 의미로 학습할 수 있다.