MeFOT을 활용한 그림책의 페이지브레이크 활동이유아의 창의성에 미치는 효과

박영태,신경미 인지발달중재학회 2012 인지발달중재학회지 Vol.3 No.1

The purpose of this study is to examine what effect of page-break activities for picture books by MeFOT has on preschooler creativity and difference in that activities according to those preschooler gender, For the purpose, this researcher surveyed 45 young children. The device used to measure those preschooler creativity is the Korean TTCT(Figure) B, an adaptation by Kim Young Chae(2002) of the Torrance Test Creativity Thinking (TTCT, revised in 1990) which was developed by Torrance(1962). MeFOT is the initials of metacognitive four operations thinking that is a compound word, and is a thinking training program that was designed by Park Young-tae to foster creativity. That denotes metacognitive four operations thinking that combines temporal thinking and spatial thinking, which respectively implies the flow of thinking and focuses on coming up with new ideas. There are five different stages in it: question making, information creation, information association, information sophistication and information reception. The page-break activities for picture books refer to imagining what is likely to happen between pages of a picture book, namely what is likely to be omitted in the book, and expressing it in drawing or writing. The study started with the teacher training, followed by the pre-test, 6-week experimental treatments and the post-test in order. Findings of the study can be summarized as follows. First, the page-break activities for picture books by MeFOT is effective in improving younger preschooler creativity as a whole and its sub-areas, or fluency, originality and elaborateness. Second, the effect of page-break activities for picture books by MeFOT on younger preschooler creativity as a whole and its sub-areas, or fluency, originality and elaborateness are equal, irrespective of those preschooler gender. 본 연구는 MeFOT을 활용한 그림책의 페이지브레이크 활동이 유아의 창의성에 미치는 효과가 어떠한지, 나아가 그 효과가 성별에 따라 달라지는지를 분석하는 데 목적을 두고, 유아 45명을 대상으로 실험하였다. 유아의 창의성을 측정하기 위해서 Torrance(1962) 의 창의적 사고력 검사(Torrance Test Creative Thinking: TTCT. 1990년 개정판)를 김영채(2001)가 편역한 한국판 TTCT(도형) B형을 사용하였다. MeFOT은 Metacognitive Four Operations Thinking(초인지-사칙연산적 사고)의 첫 자를 따서 만든 합성어이며, 박영태가 고안한 창의성 함양을 위한 사고훈련 프로그램으로 사고의 흐름에 따른 시간적 사고와 아이디어의 산출에 중점을 둔 공간적 사고가 결합된 초인지-사칙연산적 사고방법을 말하며 질문생성, 정보생성, 정보연상, 정보정교화, 정보수용의 5단계의 절차로 이루어진다. 그림책의 페이지브레이크 활동이란 그림책의 책장을 넘기면서나타나는 페이지와 페이지 사이의 틈새, 즉 이야기의 생략된 부분을 상상하여그림이나 글로 완성하는 활동이다. 연구절차는 교사훈련, 사전검사, 6주간의 실험처치, 사후검사의 순으로 이루어졌다. 본 연구의 결과는 다음과 같다. 첫째, MeFOT을 활용한 그림책의 페이지브레이크 활동은 유아의 창의성 전체와 창의성의 하위요인 중 특히 유창성, 독창성, 정교성에 효과적이다. 둘째, MeFOT을활용한 그림책의 페이지브레이크 활동이 유아의 창의성 전체와 창의성의 하위요인 중 특히 유창성, 독창성, 정교성에 미치는 효과는 성별에 관계없이 동일하다.

연령과 학업성적에 따른 학습자의 학습방법

박영태 부산여자대학교 교육과학연구소 1996 교육과학연구 Vol.- No.1

수용액상에서 알카리 가수분해에 의한 n-Hexyl Acetate의 추출속도

박영태 慶北工業專門大學 1984 論文集 Vol.21 No.-

It is confirmed experimentally that a "Diffusion controlled slow reaction model" explains very well the alkaline hydrolysis of n-hexyl acetate at constant interfacial area in baffled agitating vessel. From the extraction rate of n-hexyl acetate dispersed in aqueous phase, behavior of ester drop discussed as 3 case assumption of above and liquid droplet model. Estimated behavior of ester drop well fitted case I assumption with experimental data. Second order reaction rate constant for hydrolysis of ester with alkali in aqueous is estimated based on above model. The estimated value of second order reaction rate constant for n-hexyl acetate is almost identical to that iso-amyl acetate, n-butyl acetate and n-amyl acetate.

심포지엄 2 : 소화기 악성 종양의 검진 ; 식도암의 검진

박영태 대한소화기학회 2003 대한소화기학회 춘계학술대회 Vol.2003 No.-

2004년 대한소화관운동학회 춘계 심포지엄 : 치료에 반응하지 않는 흉부작열감 및 역류

박영태 대한소화기학회 2004 대한소화기학회 춘계학술대회 Vol.2004 No.-

교실수업에의 효율적 활용을 위한 하이퍼미디어 코스웨어 모형 개발

朴英泰 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

이 글은 교실수업에서 하이퍼미디어를 이용한 수업을 활성화하기 위한 하이퍼미디어 코스웨어 모형을 정립하는데 그 목적을 두고 있다. 이를 위하여 현 교실수업의 상황과 하이퍼미디어의 의미 및 특성을 분석한 후 현재의 교실수업에 적합한 하이퍼미디어 코스웨어 모형을 정립하고 있다. 이 연구에서 나타난 모형은 수업의 흐름, 관련 자료의 데이터베이스, 자료입력의 세 부분으로 구성되고 있다. 이 모형은 수업시 교사의 수업의도성 반영, 교사와 학생간의 상호작용 중시, 수업진행과정의 누가적 기록 등을 요구하고 있다. The contemporary information society brings a great change into classroom imstruction. This study aims to develop the model of instruction with hyper-media for the activation of classroom instruction in accordance with an information society. Some matters have to be considered as follows: First, the teacher's intention of instruction must be considered. Namely, the contents of instruction must be selected and can be proceeded and furthermore can be structurally presented in order to lead the teacher's active participation in instruction and to induce the use of hypermedia for instruction. Second, the learner's intention must be considered. Namely, the contents of instruction must be selected and can be proceeded in accordance with the learner's interest, desire, and cognitive structure for instruction centering around a learner. Third, the characteristic of hyper-media must be put to a practical use. Namely, in order to use jully the educational function of hypermedia, representation, accumulative record of proceeding instruction results must be able to be realized using the branching contents which are multi-lineal not lineal, text, graphic, sound, animated images. This model for instruction consists of three parts: the stream of instruction, database, and data input. First, the stream of instruction is a process which instruction is proceeded with hypermedia courseware, and which consists of nine stages as follows: an initial display, a basic data input, the selection of instructional goals, the selection and organization of contents for instruction, the presentation of a concrete contents for instruction, the summarization of contents, an achievement evaluation, the presentation of proceeding instruction results, and a final display. Second, database is a storage of all the materials by regions that are relevant to instruction, and which consists of seven as follows: the database of student files, the database of instructional goals, the database of contents for instruction, the database of concrete contents, the database of relevant materials, the database of evaluation items, and a feedback database. All data of database have links to be connected to each other. Third, data input is a part to which teacher can add up his or her contents necessary to instruction on the basis of his or ger intention. By means of this, a teacher can use instruction with hypermedia according to his or her cognitive structure.

授業魅力性 提高를 위한 單語學習 CAI프로그램 開發

朴英泰 東亞大學校 學生生活硏究所 1993 學生硏究 Vol.21 No.-

The purpose of this study is to analyze the interactive instruction and learner's motivation, and to develop CAI program for improving the attractiveness of instruction based on the interactive instruction and learner's motivation. To improve the interactive instruction, it is necessary to activate the learner's control and learner's regulation. For activating the learner's control, program needs to be composed of a variety of branches, and learners should have opportunities of a wide range of choices. For activating the learner's regulation, program needs to be guided by metacognition. To improve the learner's motivation, it is needed to consider the elements of motivation: attention, relevance, confidence, and satisfaction which are proposed by Keller. The characteristics of CAI program for improving the attractiveness of instruction based on the interactive instruction and learner's motivation are as follows: 1. This program proceeds through seven steps: identifying the content, prediction, planning, executing, formative evaluation, general evaluation, and self reinforcement. 2. The movement among steps is free, and is carried away at learner's will. 3. At the step of identifying the content, the learner decides the contents and amounts of learning. 4. At the step of prediction, the learner predicts the degree of achievement and the time required for learning the tasks. 5. At the step of planning, the learner selet the method of presentation of contents and the method of learning the tasks. 6. At the step of executing, the learner learns the tasks in accordance with program. 7. At the step of formative evaluation, the learner is examined about the contents which is learned a moment ago. 8. At the step of general evaluation, the learner is examined about the contents which has been learned before. 9. At the step of self reinforcement, a variety of feedback and knowledge of results are presented.

하이퍼미디어의 교육적 효과 제고를 위한 상호작용성 증대 방안

박영태 東亞大學校 學生生活硏究所 1996 學生硏究 Vol.20 No.-

This study aims at analyzing hypermedia interactivity in terms of learner control, self-regulation, and continuing motivation; at revealing what the most required learner ability is; at providing the ways of increasing the ability. The points of hypermedia interactivity are as follows ; First, hypermedia basically permits learner control even if they are restricted within the category of nodes and links made by the author. Second, hypermedia cannot fundamentally replace the learner's self-regulation ability even if they can partially assist it through establishing browser and inserting advice. Third, hypermedia can easily trigger learner's learning motivation through various forms of content expression such as graphic, animation as well as letters, learner's free selection and organization of content, and multi-screen presentation of content. Here the educational effect of hypermedia is influenced by the author's generating activity of nodes and links, and the learner's using activity. However, hypermedia have been made easy to use according to the learner's intention on the basis of vast information. Therefore, the educational effect of hypermedia being dependent on learner, the acquisition of metacognitive skill elevating the learner's using activity will be an important factor in enhancing the educational effect of hypermedia.

유아를 위한 웹기반 학습환경에서의 화면 색채 구성에 관한 연구

박영태,김준규 동아대학교 교육대학원 1998 동아교육논총 Vol.24 No.-

최근 웹 기반 학습이 인터넷의 활성화와 함께 부각되고 있다. 인터넷을 통해 형성된 새로운 학습 환경은 종전 인쇄매체와는 다른 현실과 유사한 학습환경을 제공하고 있다. 이에따라 웹에서의 색체구성은 학습효과와 관련하여 중요한 문제로 대두되고 있다. 이에 본 연구는 유아교육에서의 웹의 효과적 활용 방안을 강구하기 위한 사전 연구로써 인터넷을 기반으로 한 웹 기반 학습의 특징 및 유아들을 위한 웹 기반 학습환경에서의 화면 색채 구성에 관하여 고찰하였다. The web-based study is recently in vogue as a part of the simulation education system. This sort of study is also of essence in children education. Given this, this study explores the characteristics of the web-centered study and the constitution of monitor colors in such a study environment for children. The findings of this research are as follows: first, in creating the web-based study environment, it is essential to analyze what colors children like and what colors are common; second,children's perception of colors is different and has a close relation with their degree of attention; third, in making up the content of the web to increase the study effect, it is necessary to consider what colors children can remember easily and clearly; fourth, it is much better to use two or three effective colors rather than to employ various colors; fifth, it is of importance to outline the constitution of colors in such a systematic and organized way to draw children's attention and interest.

n-Propylalcohol- n-Propylacetate 계의 기액평형 및 비휘발도와 액조성과의 관계

박영태 慶北工業專門大學 1978 論文集 Vol.15 No.-

Vapor-Liquid equilibrium data were reported for the binary system of n-propylalcohol-n-propylacetate at atmospheric pressure. The consistency of the vapor liquid equilibrium data were checked by means of Herington's consistency test method. This study showed that the relationship between logarithmic values of relative volatility (logα)and liquid phase compositions (χ) in this system might be expressed as a linear function. By ploting the relation among n-propylalcohlo-mithylacetate, n-propylalcohol-ethylacetate, n-propylcohol-n-propylacetate, n-propylalcohol-n-buthyl acetate system on the rectangular coordinate of logαvs. χ, four linear parallel diagrams having slope of-0.5 were found. The author found the constant values a, b, of the experimental equation (log=αχ+b) and calculated χand y using this equation. The calculated and the experimental vapor-liquid equilibrium data were found to be nearly coincident.