• 안보군사학연구
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• 통권15호
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• pp.87-116
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• 2018

This study is a study on applying the teaching-learning theory of education to military school education. For the purpose, the theories of constructivist, cognitive, and behavioral theories of teaching-learning theory are reviewed and applied to military school education. The application of teaching-learning theory to military school education suggested the application of constructivist, cognitive, and behavioral education methods to each core curriculum and OBC curriculum. In addition, Gagne's 9th instructional design model of teaching and learning theory was applied in school education design. Applying the teaching-learning theory of education to military, discussion of situation education is constructivist education method, L&T education is cognitive education method, mastery education is behavioral education method, teaching principle, applicable education method. Based on the teaching-learning theory presented in this study, it is expected that the design of military school education and the application of education method will achieve the goal of more effective military school education.

• 한국간호교육학회지
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• 제3권2호
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• pp.246-254
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• 1997

Nursing have been caught between the paradigm of medical science with a body part view of a person and the paradigm of medical science with an emphasis on unsurpassable control, rigor, objectivism, and neutrality of value. But it is inappropriate to apply impersonal, objective model of science for the personal unique and gestalt experiences of nursing phenomena. Jean Watson proposed a theory of human caring based on human science paradigm to explain human phenomena. This study reviewed the theory of nursing by Jean Watson and the researches based on Waton's theory. In this study the researcher examined the philosophical back ground, value system and key concepts of Watson's theory Watson's perspective of person and human existence includes humanistic and phenomenological characteristics. She also emphasized nurse-patient relationship as an intersubjective(transpersonal) caring relationship. Examination of the studies based on Watson's theory consistantly revealed Watson's theory of human caring based on the human science paradigm is more appropriate than traditional medical science paradigm for explaining nursing phenomena. For the purpose of refining the theory and promoting usefulness of the theory, it would be desirable to test the theory to the nursing phenomena and to apply the theory to practice and education.

• International Journal of Computer Science & Network Security
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• 제23권11호
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• pp.32-42
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• 2023

The paper describes the new approaches to the automated analysis of curricula according to the higher education standard. The analysis process is proposed to carry out in two ways: (a) the analysis of completeness and sufficiency of curricula according to the standard of higher education; (b) the comparison of curricula of the same qualification and specialty. The problem of improving the quality of university students' training launches the process of monitoring and analyzing educational curricula and their correspondence to the higher education standard. We developed the rules and methods to compare curricula. In addition, we implemented the automated system of curricula comparison. The paper reveals the use of these methods based on the analysis of the curriculum bachelor level of higher education "Informatics", specialty "Computer science", at the Faculty of Computer Science and Cybernetics of the Taras Shevchenko National University of Kyiv. The findings put towards the idea that the implementation of developed methods as well as the automated system of curricula analysis will improve the educational services by higher education institutions.

• 한국과학교육학회지
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• 제12권3호
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• pp.91-107
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• 1992

The Purpose of this study was to present the procedures and methods of ordering theory,and to search for a learning hierarchy among science process skills in each Piagetian cognitive reasoning level. One of the purpose of this is not to determine the clear and exact hierarchy but rather to demonstrate how ordering theoretic methods and procedures can be used to determine the hierarchy of logical relationships among a set of test items or the testing of a hypothesized hierarchy. Ordering theory was used to analyze five science process skills collected from 509 high school students. Ordering Theory has as its primary intent either the testing of hypothesized hierarchies among items at the determination of hierchies among items. Hierarchical relationships were identified within five science process skills. The results will be helpful in giving useful inform at ions to classroom teachers and science curriculum developer.

• 한국과학교육학회지
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• 제42권3호
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• pp.341-356
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• 2022

이 연구의 목적은 행위자-네트워크 이론이 과학교육 연구에 주는 시사점을 도출하는 것이었다. 이를 위해 최근 국내외의 교육 분야의 연구에서는 어떻게 행위자-네트워크 이론을 적용해왔는지를 중심으로 선행연구를 분석하였다. 연구 결과 교육 분야에서 행위자-네트워크 이론을 적용한 교육 연구들은 크게 세 가지 접근방식으로 분류되었다. 첫째, 교육 방법이나 관점을 구성하기 위한 인식론적 관점으로 활용하거나 둘째, 비인간의 행위성을 인식하는 존재론적 관점으로 활용하거나 셋째, 교육 연구를 위한 방법론으로 활용 또는 제안하였다. 연구 결과를 토대로 과학교육 연구에의 기여 가능성을 논의하였다. 새로운 이론적 관점으로써 행위자-네트워크 이론이 과학교육의 실천과 연구에 있어 함의를 줄 수 있을 것으로 기대한다.

• 한국초전도ㆍ저온공학회논문지
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• 제25권3호
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• pp.22-27
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• 2023

Magnetic properties of MgB₂ superconducting powder were investigated. M(H), the magnetic field H dependence of magnetization M, was measured and analyzed using a PPMS instrument. The MgB₂ superconducting powder showed high critical current density J_c > ~ 10⁷ A/cm² and clean limit superconducting properties. The equilibrium magnetization M_eq properties of MgB₂ powders exhibiting various superconducting properties were studied. We find that the equilibrium magnetization M_eq(H) properties of MgB₂ powders showing conventional BCS properties deviate from the predictions of the standard local-London theory at temperatures below T = 19 K and are in good agreement with the generalized nonlocal-London theory. Nonlocal-London analysis was used to determine and analyze the nonlocal parameters. The temperature dependence of the London penetration depth values λ(T) was studied.

• 한국과학교육학회지
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• 제25권6호
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• pp.698-709
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• 2005

When modeling students' conceptual understanding, there are several different frameworks, among which are the alternative conception framework and the mental model framework, which converge to suggest a form of knowledge representation. However, little research has explained how they are different from each other and from memory. The purpose of this study was to develop a new mental model theory that integrates the different terminologies and their background theories, which refer to students' ideas not only in science education, but also in other research areas. For this purpose, at first, we compared different terminologies including alternative conception, p-prim, and mental models, and the underlying theories used for representing students' ideas in learning science. Through such comparison, we tried to find the relationship among them. We reviewed related literature and synthesized the results from both cognitive science (related research areas) and science education approaches, especially, Vosniadou's mental model theory. Based on reviewing previous studies, we have developed a preliminary mental model theory 'an integrated theoretical structure of mental models'. We applied the new mental model theory to interpret data on students' ideas about circular motion from our previous research. We expect our new mental model theory will help us understand how students form their own ideas in science from an integrated perspective.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제7권1호
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• pp.59-67
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• 2003

In linear algebra course, the theory of vector space is usually presented in a very formal setting, which causes severe difficulties to many students. In this study, the effect of teaching the theory of vector space in linear algebra from the geometrical point of view on students' learning was investigated. It was found that the teaching of the theory of vector space in linear algebra from the geometrical point of view increases the meaningful loaming since it increases the visualization.

• 과학교육연구지
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• 제40권1호
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• pp.1-16
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• 2016

The purpose of this study is to explore the variables of knowledge, acceptance of theory of evolution and epistemology that could be keys for teaching and learning the theory of evolution within school contexts, and to suggest instructional tips for teaching evolution in relation to the grade levels of education. This cross-sectional study examined the grade level differences (8th, 11th, and preservice teachers) of four variables: evolutionary knowledge; acceptance of theory of evolution; and both domain-specific epistemology (nature of science in relation to evolution) and context-specific epistemology (scientific epistemological views) and their relationships. This study, then, built conceptual models of each grade level students' acceptance of theory of evolution among the factors of evolutionary knowledge and epistemology (both domain-specific and context-specific). The results showed that the scores of evolutionary knowledge, evolution in relation to NOS, and scientific epistemology increased as the grade levels of education go up(p<.05) except the scores of acceptance of theory of evolution(p>.05). In addition, the 8th graders' and the 11th graders' acceptance of evolutionary theory was most explained by 'evolution in relation to NOS', while the preservice teachers' acceptance of evolutionary theory was most explained by evolutionary knowledge. Interestingly, 'scientific epistemological views' were only included for the 8th graders, while evolutionary knowledge and 'evolution in relation to NOS' (context-specific epistemology) were included in explaining all the level of students' acceptance of evolutionary theory. This study implicated that when teaching and learning of the theory of evolution in school contexts, knowledge, acceptance of evolutionary theory and epistemology could be considered appropriately for the different grade levels of students.

• International Journal of Computer Science & Network Security
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• 제22권2호
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• pp.394-398
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• 2022

The article determines that the study of the development of scientific and didactic knowledge about the educational process in higher education should be built mainly on the basis of qualitative research methods that ensure the identification and understanding of the changes taking place in didactic knowledge, in the unity of their internal and external manifestations. On the basis of the epistemological model of the study of science, a generalized model of didactic knowledge about the educational process in higher education, including didactic relations as a theoretical core, subject of research, research methods and positions of researchers, ways of interaction between science and educational practice, and thematic structures of didactic knowledge; scientific and methodological problems of didactic knowledge about the educational process in higher education at the present stage of its developments due to the post-nonclassical transformation and orientation of research towards the humanitarian ideal of scientific character.