• 한국심리학회지 : 문화 및 사회문제
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• 제21권3호
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• pp.497-510
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• 2015

국민참여재판에서 판사가 배심원에게 제시하는 법설시에는 범죄사실에 대해서 합리적인 의심이 없는 정도의 증명에 이르렀을 때 유죄를 인정해야 한다는 "합리적 의심의 초월 기준"에 대한 설명이 포함된다. 합리적 의심의 초월 기준은 일반적으로 배심원들이 평의를 시작하기 직전에 설명되는데, 본 연구에서는 설시절차(증거 이전, 증거 이후)에 따라 피고인에 대한 유죄/무죄 인정에 차이가 생긴다는 선행연구를 기반으로 그 인지과정을 알아보고자 하였다. 배심원 자격을 가진 만 20세 이상 성인남녀 189명을 대상으로 합리적 의심의 초월 기준에 대한 설명을 증거 전과 후에 받은 집단이 증거 후에만 설시를 받은 집단과 설시를 받지 않은 집단보다 피고인에 대한 유죄인정비율이 낮은지 분석한 후, 설시 제시절차와 유죄인정비율 사이의 두 가지 인지과정을 확인하였다: 1) 유죄판단 역치 생성, 2) 증거의 증명력 평가. 분석 결과, 설시를 증거 전후에 받은 집단은 다른 집단에 비해 피고인의 유죄를 판단하기 위한 역치가 높게 형성된 것을 확인하였으나, 증거의 증명력은 설시 제시절차 간에 유의한 차이가 없었다. 이러한 결과는 배심원이 재판에서 설시를 증거 전에 받았을 때, 각 증거의 증명력을 합리적 의심의 초월 기준으로 평가하기보다는 유죄결정을 위한 역치수준을 조정하여 그것을 기반으로 피고인에 대한 최종판단을 한다고 해석되었다.

• 한국과학교육학회지
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• 제18권3호
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• pp.261-271
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• 1998

과학교육학이라는 학문에서 주장하는 이론은 반드시 수업 현장의 실제와 연결되어야만 비로소 이론은 이론대로 수업 효과는 효과대로 제 기능을 다 할 것이다. 그 대표적인 예가 수업모형 연구이다. 본 연구에서는 과학 개념변화 수업모형 중에서, 오개념 교정에 필요한 인지 갈등 전략을 기본으로 만들어진 개념수업 절차 모형(권재술, 1989)을 현장에 적용해 보았다. 특히 교사 연수에서 효과 검사에 이르기까지 모형의 투입 전후에 일어나는 여러 제반사항들도 함께 기술하여 그로부터 알게 된 여러 문제점과 효율적인 적용 방안을 알아보았다. 수업의 효과면은, 비교반과 실험반의 수업 전 후 개념검사와 태도검사 점수, 그리고 학교교육과정상 실시되는 전형적인 월례고사 개념성취도 점수를 비교해 보았으며, 수업의 적용면은 수업 준비와 적용 과정에서 교사와 학생의 의견을 조사하였다. 그 결과, 학생에게 적절한 갈등 자료인 $R_2$의 준비가 가장 어려웠으며, 교사에게는 허용적인 수업분위기 유도와 발문 전략 활용의 교수 기술이, 학생에게는 발표 및 토론 훈련이 필요함을 확인할 수 있었다.

• 수산해양교육연구
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• 제12권2호
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• pp.224-243
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• 2000

The purpose of this study is to analyze the effects of constructivist instruction applying cooperative learning skill on science academic achievement, science inquiry ability, self-regulated learning, and science related attitude. The subjects of the study were 157 2nd grade junior high school students in Pusan. Subjects were randomly assigned to two groups, experiment and control group. Two groups received 14 sessions training for about 1 month which was done by researcher. The experiment group received constructivist science instruction and the control group received teacher-centered instruction. Constructivist science instruction applying cooperative learning skill consists of five phases: problem recognition, hypothesis establishment, experiment observation, clarification, and application phases. The results of this study are as follows: Constructivist science instruction applying cooperative learning skill had a significant effect on science academic achievement, self-regulated learning and science attitude improvement of middle school students but had no significant improvement of science inquiry ability. And constructivist science instruction had an effect on science academic achievement improvement of the students having high level science inquiry ability. Research suggestions and implications for teaching are discussed.

• 한국산업융합학회 논문집
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• 제20권1호
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• pp.1-7
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• 2017

Most conventional processors execute program instructions in a sequential manner. On the other hand, VLIW processor can execute multiple instructions at the same time. It exploits instruction level parallelism to improve system performance. To that end, program code should be rearranged to VLIW instruction format by a compiler. The compiler determine an optimal execution order of instructions of a program code. This instruction ordering is also called instruction scheduling. The scheduling is an algorithm that decides the execution order for instruction codes in loop parts of a program so that the instruction level parallelism can be maximized. In this research, we apply an existing scheduling algorithm to a VLIW FCC and describe analysis results to further improve its performance. And, we present a solution to solve some limitation of the existing scheduling technique. By using our solution, FCC's performance can be improved upto 32% compared to the existing scheduling only setting.

• 한국과학교육학회지
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• 제14권3호
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• pp.293-303
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• 1994

The purpose of this study was to find the effect of molecular movement model based instruction on high school students' conceptions of diffusion and osmosis. The study was composed of two groups, the traditional instruction group in which the so-called traditional instruction was performed, and the other group in which interventions by researchers were made. The subjects of the traditional instruction group consisted of a total of 242 high school students from Seoul, Gwangju and Mokpo. The subjects of the model based instruction group consisted of 177 first-year high school students in Mokpo. The study was focused on the use of the term of 'molecular movement' in their explanation of diffusion and osmosis in the correct contexts. In general, students who got the molecular movement model based instruction showed more frequent use of the terms of 'molecular movement' in the correct contexts than the control group students did. It was found that misconceptions including teleological explanations changed into scientific explanations by the intervention. It seemed that the molecular movement model led students to make scientific explanations on natural phenomena. A further research is recommended to assess the improvement of teleological explanation and scientific attitude by the molecular movement model.

• 영어어문교육
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• 제16권3호
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• pp.59-80
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• 2010

The present study investigated what kind of form-focused instruction would yield better results for incidental learning of English verb patterns in two experiments. Experiment 1 compared the effectiveness of focus on form (reading + translation) and focus on forms (verb pattern list + translation) tasks in learning new English verb patterns incidentally in Korean EFL college classrooms. The results of Experiment 1 showed significantly higher results for the focus on forms group. Since it was revealed by Experiment 1 that the learners did not notice unknown target verb patterns, Experiment 2 was undertaken to examine whether the difference between the focus on form and focus on forms conditions found in Experiment 1 would be retained even after the isolated form-focused instruction or focus on forms aiming at teaching students how to recognize verb patterns was provided for the learners before the focus on form and focus on forms tasks were carried out. The results showed that the focus on form group yielded significantly higher incidental learning scores than the focus on forms group. The effectiveness rates of the focus on form in Experiment 2 were statistically higher than those of the focus on forms in Experiment 1. The results of the two experiments indicated that the combination of the isolated form-focused instruction and focus on form was significantly more effective in learning English verb patterns incidentally. In conclusion, form-focused instruction including both isolated form-focused instruction and focus on form is an effective way to incidental learning of English verb patterns.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2015년도 추계학술대회
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• pp.259-261
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• 2015

안전한 항행정보 서비스를 제공하기 위해서는 전자해도, AIS정보, 항로표지정보, 해사안전정보, 날씨정보, 조류정보 등과 같은 다양한 데이터가 융합된 S-100 표준 기반의 e-Navigation 시스템이 구축되어야 한다. S-101 전자해도는 e-Navigation 시스템을 구축하기위해 선행되어야할 작업이며 S-101 전자해도를 구현하기 위해서는 S-100 General Portrayal Model의 Portrayal Engine에서 생성한 Drawing Instruction 집합을 분석하여 Rendering Engine을 구현해야 한다. 본 논문에서는 기존 S-57 전자해도와 S-101 전자해도의 Drawing Instruction을 분석하여 S-101 전자해도 구현을 위한 기반을 다진다.

• 한국어교육
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• 제25권1호
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• pp.115-144
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• 2014

The purpose of this paper is to compare the two different instruction methods for Korean learners of academic purposes in learning request expression. Participants were divided into two groups, explicit and implicit group. Both groups viewed several scenes from the drama that involved native speakers interacting in different situations. The instructional treatment for the explicit group included metapragmatic information while the treatment for the implicit group did not. On the other hand, the treatment for the implicit group followed implicit techniques, which were repetition of the video presentation and a script reading activity. This study was made up of a pre-test, a post-test, and a delayed-test. The pre-test was conducted prior to the instructional treatment. The post-test was administered a day after the last instruction and the delayed-test was conducted five weeks after the treatments. Two types of tests, speaking and writing, were used in this study to examine subjects' knowledge of Korean request. The result of this research reveals that implicit treatment was more effective than explicit treatment in Korean learners' request acquisition. This results might have been due to the operationalization of the implicit condition in this study. Implicit instruction may help language learners make rules by themselves through tasks.

• 한국초등과학교육학회지:초등과학교육
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• 제34권1호
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• pp.72-85
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• 2015

Conception in learner's cognitive structure has a niche as species in ecosystems. The purpose of this study is to analyze the change of niche overlap of photosynthesis concept through instruction. The photosynthesis concepts were selected from literature review. Selected concepts were in 4 areas: Location of photosynthesis, reactants, products, and environmental factors. The subjects consisted 304 elementary students. The respondent marked the relevance between the presented concepts and each area on a scale of 1~30 points. The analysis of niche overlap in concepts was performed by changing in niche overlap graph, niche space size, and overlap index before and after instruction. The results are as follows. First, on the whole understanding level and relevance of the scientific concepts was increased through instruction as a result of learning. Second, elementary school students cognitive concepts in the form of chunking concepts through classification process. Based on the results, this study has the following suggestion. Students' conceptual ecologies and niche analyzed by this study will be used as material for development of instruction strategy.

• 한국도서관정보학회지
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• 제48권3호
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• pp.83-112
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• 2017

이 연구의 목적은 국내의 이용자교육 연구가 대학도서관의 이용자교육을 활성화하는데 얼마나 기여하였는지에 대해 조사하고 앞으로 지향해야할 과제가 무엇인지에 대해 논의하는데 있다. 이를 위하여 1970년대 중반부터 2017년 현재까지 국내에서 대학도서관 이용자교육을 주제로 하여 생산된 127편의 연구물을 수집하여 내용적, 방법적 특징을 조사하고 문제점과 한계를 분석하였다. 연구 결과, 국내의 이용자교육 연구는 양적으로 빈약한 가운데서도 대학도서관의 이용자교육을 활성화하는데 필요한 다양한 주제를 다루어 온 것으로 나타났다. 그러나 그러한 긍정적인 측면에도 불구하고 기존 연구는 이용자교육을 활성화하고자 노력해온 대학도서관 사서들에게 '실효적인 지적 기반' 이 되지는 못했던 것으로 분석되었다. 무엇보다도 연구의 내용에 있어서 국내 고유 상황에 대한 토착적인 접근보다는 도서관선진국의 이론과 경험에 의존하는 경향이 짙었으며, 연구의 방법에 있어서도 해외 자료와 양적 방법에 과도하게 의존하다보니 연구결과의 실효성에 있어 심각한 문제가 있는 것으로 드러났다.