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컴퓨터를 활용한 학습의 연구동향 및 사회문화적 배경 고찰
곽은순 경원전문대학 2002 論文集 Vol.24 No.-
The purpose of this study was to describe and analyze the factors that promote computer related activities in schools. To do so, behavioral learning psychology and Papert's constructive view of learning were examined. In addition, the research trends were reviewed. As a result, extensive research predicted the impact of computer's technological capabilities on instruction and became a factor in hastening adoption of computers in public schools. Few studies have tried to understand computers within the social and political relationships prevail in an organization and influence utilization of the computers. In this regard, this paper attempted to analyze societal trends that promote computers in schools.
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Learner Control in Computerized Instruction
곽은순 경원전문대학 1998 論文集 Vol.20 No.-
본 연구는 문헌분석을 통하여 컴퓨터 개별학습 프로그램에 학습자가 스스로 학습을 조절하는 기능 (learner control)이 어떻게 반영되고 있는가를 조사하고 앞으로 나아가야 할 방향을 제시하고 있다. 인공지능 및 소수의 실험적인 프로그램을 제외한 대부분의 소프트웨어에서 학습자의개인차는 학습속도에서 나타나는 차이로 받아들여지고 있는데 이에는 개별학습에서 학습속도의 차이와 즉각적인 강화를 강조한 이전 프로그램학습의 영향과 아직까지도 개개 학습자의 다양한 학습 스타일과 학습과제의 성격을 고려한 개별학습을 제공해 줄 수 있는 이론의 부재가 큰 영향을 미치고 있는 것으로 나타났다. 앞으로의 개별학습 프로그램은 대상 학습자의 특성과 과제의 성격, 그리고 이 둘의 연관성을 상세히 기술하여 특정 학습 스타일의 학습자에게 학습속도를 넘어선 개별학습을 제공해야할 것이다. 또한 인쇄매체의 표현양식을 따르기보다는 컴퓨터 특유의 표현양식을 개발하여 이전에는 제공 불가능했던 새로운 학습기회를 창출하여 개별학습의 새로운 영역을 개척해 가야할 것임을 본 논문은 강조하고 있다.
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상업용 TV 뉴스 프로그램이 수업과 교육과정에 미치는 영향 고찰
곽은순 경원전문대학 1997 論文集 Vol.19 No.2
Channel One is a television news program, produced by Whittle Communications Inc. and delivered by satellite to American secondary schools that have entered into a contract to receive the broadcasts. The subscription contract requires no monetary payment by the schools and provides them with a satellite dish, VTR, and one TV receiver per classroom. In addition to ten minutes of news, students must be exposed to two minutes of commercials every school day for three years. Although advertising is virtually everywhere, television advertising has never been a sanctioned component of the school day. Because the terms of the Channel One arrangement constitute a real and obvious change in the role accorded to advertising by school and by business, the program has aroused a large controversy. The purpose of the research is to collect the various arguments people have made in regard to Channel One, pro and con, and Place them in several perspectives in order to critique them and learn how important they might be. This paper does not propose a single, best answer but is meant to clarify important issues that presently exists and to encourage anticipation of issues that may develop as various parties act. Therefore, this study is not an in-depth critique from a single viewpoint, but more of a survey from several viewpoints, so that in-depth critiques might more easily proceed.
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Characteristics of Courseware : A Framework for Research and Development
곽은순 경원전문대학 2000 論文集 Vol.22 No.-
본 논문의 목적은 가상 공간에서 활용되는 교육용 소프트웨어의 특징을 문헌을 통해 살펴보고, 이런 특징에 따른 소프트웨어 개발을 위한 모델을 구성해보는데 있다. 컴퓨터는 그래픽과 애니메이션, 그리고 컴퓨터 특유의 상호 작용을 통해 학습자가 추상적인 개념을 습득하는데 독특하게 활용될 수 있다. 학습자와 컴퓨터간의 상호작용의 특징을 알아보기 위해 하드웨어의 구성, 소프트웨어의 특징, 인지적 상호작용, 정서적 상호작용, 인지적인 학습 목표, 정서적인 학습목표, 그리고 내용분석 측면에서 교육용 소프트웨어를 살펴보았다. 이와 같은 소프트웨어 측면의 분류는 서로 상호보완적인 점이 있으나 소프트웨어의 개발과정을 명료히 밝히고 나아가 효율적인 코스웨어의 특징을 연구하는데 있어 필수 불가결하다. 끝으로 본 논문은 위 영역간의 상호작용이 소프트웨어 제작과정에서 어떤 영향력을 미치고 있는가를 논의하고 있다.
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곽은순 경원전문대학 2001 論文集 Vol.23 No.-
This study reviewed and analyzed research on educational media. Most early research provided comparison studies. To justify instructional media use, its effect on student performance on standardized test was compared to the effect of the traditional lecture method. Later, these comparison studies were criticized because of flaws in research design. Then cultural studies were reviewed. Finally, symbol system research was analyzed. Proponents who view media as symbol systems criticized comparison studies because they tried to compare "apples and oranges." Different media bring unique impact on learning, and cannot be measured with standardized evaluation mechanisms developed for printed media.
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곽은순 ( Eun Soon Kwak ) 미래유아교육학회 2015 미래유아교육학회지 Vol.22 No.2
The purpose of this study was to understand the characteristics of pedagogical content knowledge(PCK) in teaching movement education at kindergarten. A case study method was conducted with the participation of a highly field-experienced professor in this area. In order to investigate the characteristics of PCK, the professor`s existing knowledge base of PCK was examined in terms of subject matter knowledge, pedagogical knowledge and contextual knowledge. Important findings were as follows: First, it was found that highly logical and specific character resulted from the hierarchy of the subject matter knowledge. In addition, low predictability and active character of movement education required very systematic approach. Second, PCK appeared stronger in know-how than know-what and this affirmed the character of PCK that emphasized the application of subject matter and pedagogical knowledge in actual settings. Third, these three areas of knowledge were interconnected and understood as a whole rather than a part. Fourth, PCK remained as a personal knowledge rather than theorized one like any other teacher knowledge. Therefore, it is necessary to theorize field-oriented pedagogical content knowledge in order to share the knowledge.
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곽은순 ( Eun Soon Kwak ) 미래유아교육학회 2013 미래유아교육학회지 Vol.20 No.4
A qualitative study was conducted by analyzing the complex teaching behaviors of a highly field-experienced professor at a university. Her teaching was investigated through direct observation, in-depth interviews and document analysis. An important finding was that the professor incorporated make-believe strategy in order to play a role model to student teachers. This strategy was effective in delivering her knowhow lively and in detail. Moreover, it was an inevitable choice for her to do so in a university classroom setting apart from kindergarten. In addition, she instructed the student teachers to follow the same procedure obtained from her mentors in her work-place. This technique was repeatedly confirmed by student teachers and investigators. Her teaching behavior can be explained by cognitive apprenticeship. This study also found that the work-place experience was a major source in constructing teacher knowledge.
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