연령과 학업성적에 따른 학습자의 학습방법

박영태 부산여자대학교 교육과학연구소 1996 교육과학연구 Vol.- No.1

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.

4.0i 부산항신항 스마트 물류센터 추진 방안

박영태 한국유통학회 2021 한국유통학회 학술대회 발표논문집 Vol.2021 No.5

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.24 No.-

This study aims at analyzing hypermedia interactivity in terms of leamer 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.

유아의 컴퓨터 활용에 대한 유아와 부모의 지각 분석

박영태,허해옥 東亞大學校 2002 東亞論叢 Vol.39 No.-

1) Preschools have a desire to use the computer however those parents do not wish their children to do so. This type of conflict between the parents and child incines to problems for future education in correct computer usage. Accordingly there is a strong need to instill the importance of computer education for children onto the parents. In the case where the mother does not have a profession, the mother does not look favorable at their child's computer usage but through the use of computer, the unfulfilled parts of both mother and child can be solved. 2) Parents do not wish for their children to use computers regardless of whether it is for education or gaming purposes. This is where we can see the lack of desire of computer usage for children. 3) When a parent does not participate in computer usage with their children, they lose the chance to teach their children correct computer usage. 4) Thought the lack of teaching children correct computer usage by the parents, the children grow up with a sense of distance from computers. 5) Preschool children do not know other uses for the computer besides those for gaming purposes. making sentences with Word Pro, sending letters through email, research through the internet, educational games, scanners, digital cameras and photo imaging, drawing with the computer, and listening to songs on the computer; all these abilities are not being developed in the child's mind. Because these abilities are not developed in the child's mind. the want for computer gaming continues to become more developed and this causes the parents to not want their children to use the computer. 6) On average, the amount of time a preschool child spends on the computer daily is less than one hour. At this rate, the ability for the child to adjust to this computer-based society will be affected. However the fact that the children spend this time on gaming keeps the parents from wanting children to be close with computers. 7) In conclusion, the fact that children only know how to play games on the computer and the fact that parents do not want their children to learn computers shows that the children have not been taught correct computer usage and the parents are not thinking of the importance and possibilities of teaching their children the correct ways to use computers. Following, it is important and necessary to teach children the correct ways to use computers and to instill this importance in the parents' minds.

1998 년 미국 외항해운개혁법이 정기선 해운에 미칠 영향에 관한 연구

박영태,김만석 한국해운학회 1999 해운물류연구 Vol.29 No.-

This paper's are prepared the following guide to help the Korea Liner Shipping public better understand the impacts of ocean transportation deregulation under the Ocean Shipping Reform Act of 1998(OSRA). Beginning May 1, 1999, the Act promises positive changes for any company that negotiates ocean and intermodal transportation of U.S. imports or exports. OSRA represents a second step in the continuing process of deregulation. This process began in 1984 and has, since that time, encouraged price competition and significantly streamlined carrier operations. The new Act focuses on giving carriers and shippers a more natural way to work together, and to build the true global partnerships that both seek in today's marketplace. Futhermore, OSRA envisions carriers and shippers working in close cooperation, at levels of detail and sensitivity that require confidentiality and cannot take place in a confrontational environment. Shippers should not view the carriers managing the flow of goods in their manufacturing and distribution operations as advertisers. Carriers should look forward to competing in a more open market : to forming logistics and supply chain partnerships : and to working with carrier and other partners to expand services and global reach and so on. So, OSRA's success will be measured by how readily Korea Liner Shipping adapt and move forward.

제 7 장 중국 중심의 동북아 물류환경변화, 그리고 한국을 위한 전략적 제언

박영태 정석물류통상연구원 2008 WTO와 중국, 그리고 동북아 물류환경 Vol. No.

조선시대 『童蒙先習』과 제7차 『유치원 교육과정』 비교 연구

박영태 동아대학교 석당학술원 2009 石堂論叢 Vol.0 No.44

This study aims at analyzing the 『Dong-Mong-Seon-Seub』 in the Joseon Dynasty Period and seventh 『Kindergarten Curriculum』by ideal human image, educational areas, contents, and educational methods. The conclusions derived from the result of this study are as follows: First, Both 『Dong-Mong-Seon-Seub』 in the Joseon Dynasty Period and seventh 『Kindergarten Curriculum』 emphasize the importance of human decency. 『Dong-Mong-Seon-Seub』 in the Joseon Dynasty Period emphasized the importance of human relations, but seventh 『Kindergarten Curriculum』 emphasize the importance of personal decency and community spirit equally. Second, Both 『Dong-Mong-Seon-Seub』 in the Joseon Dynasty Period and seventh 『Kindergarten Curriculum』 include the fields which that society needs for children's development. 『Dong-Mong- Seon-Seub』 in the Joseon Dynasty Period includes mainly morality of the five human relationships, but seventh 『Kindergarten Curriculum』 includes five fields needed for children's adaptation. Third, affection between father and son, the loyalty between sovereign and subjects, the distinction between man and wife, the precedence between old and young, and the confidence among friends included in 『Dong-Mong-Seon-Seub』 are not only related to human relation, but related to all field of seventh 『Kindergarten Curriculum』. The oral teaching method used in teaching 『Dong- Mong-Seon-Seub』 seems to be useful in seventh 『Kindergarten Curriculum』. 본 연구는 우리나라 최초의 아동 교육 교과서라 할 수 있는 조선시대 박세무의 『童蒙先習』과 현행 제7차 『유치원 교육과정』을 비교 분석하는 것을 목적으로 하고 있다. 이를 위해 추구하는 인간상, 교육영역, 교육내용 및 방법에 대하여 분석하였다. 그 결과는 다음과 같다. 첫째, 『童蒙先習』과 『유치원 교육과정』은 인간의 존엄성을 기반으로 한 인간관계를 강조하고 있으나 『童蒙先習』은 고유한 한 개인으로서의 존엄성 보다는 다른 사람과 더불어 있을 때의 한 인간으로서의 역할과 자질을 중시하고 있고, 『유치원 교육과정』에서는 개인의 존엄성을 바탕으로 더불어 다른 사람과의 관계를 중시하고 있다. 둘째, 『童蒙先習』과 『유치원 교육과정』은 교육의 영역을 각기 그 시대에서 요구하는 일상생활 속에서 실제로 경험하는 생활 장면과 관련하여 구체적으로 제시하고 있다. 이에 따라 『童蒙先習』은 오륜을 그 교육영역으로 하고 있으며, 『유치원 교육과정』은 건강 생활, 사회 생활, 표현 생활, 언어 생활, 탐구 생활을 교육영역으로 하고 있다. 『童蒙先習』의 교육영역은 『유치원 교육과정』의 교육영역 중 특히 사회 생활 영역과 관련되고 있다. 셋째, 『童蒙先習』과 『유치원 교육과정』의 내용은 사회 생활영역을 제외하고는 일치하지 않는 부분이 많으나, 『童蒙先習』에서 제시하는 ‘父子有親’, ‘君臣有義’, ‘夫婦有別’, ‘長幼有序’, ‘朋友有信에 내포된 親․義․別․序․信의 교육적 의미는 오늘날 유치원 교육과정의 모든 영역에 적용될 수 있다. 또 방법적 측면에서 오늘날 『유치원 교육과정』은 교사의 언어적 설명이나 지시보다는 따뜻한 격려와 직접적인 문제제기, 문제해결을 위한 유도, 확산적 질문 등을 사용하나 『童蒙先習』의 방법은 체험적 활동 이전에 성인의 언어적 설명이나 지시가 선행된다.

Rapid detection and Quantification of Fish Killing Dinoflagellate Cochlodinium polykrikoides (Dinophyceae) in Environmental Samples Using Real-time PCR

박영태,박태규,강양순,서미경,김창훈 한국수산과학회 2008 Fisheries and Aquatic Sciences Vol.11 No.4

The mixotrophic dinoflagellate Cochlodinium polykrikoides was reported to be linked to major fish kills in Korea and Japan since the 1990s. Rapid and sensitive detection of microalgae has been problematic because morphological identification of dinoflagellates requires light microscopic and scanning electron microscopic observations that are time consuming and laborious compared to real-time PCR. To address this issue, a real-time PCR probe targeting the ITS2 rRNA gene was used for rapid detection and quantification of C. polykrikoides. PCR inhibitors in water column samples were removed by dilution of template DNA for elimination of false-negative reactions. A strong association between cell quantification using real-time PCR and microscopic counts suggests that the real-time PCR assay is an alternative method for cell estimation of C. polykrikoides in environment samples.

자립기영아 (2ㆍ3세아)의 보육경험에 따른 놀이행동분석

박영태,하윤희 東亞大學校 大學院 2004 大學院論文集 Vol.29 No.-

This study investigated developmental level and explored play behaviors in 10 2-and-3-year old children from daycare term. Piaget/Parten Scale was used to assess children play behaviors. Play behaviors were observed during free-play in their classroom. The data were analyzed of children's paly styles. The conclusions derived from the result of this study are as follows: first, a child who has high quantity of experience of being nurtured prefer group play in social activity and a child who has low quantity of that experience prefer solitary play. Nevertheless, they showed no difference in cognitive play. With this result, we can realize that the experience of being nurtured does not affect cognitive play of a child. Second, 3 years old child prefers parallel play or group play and 2 years old child prefers solitary play. In this case, older one has higher sociality. And 3 years old child prefers dramatic play. Third, a child of a career woman prefers group play and solitary play. A child of a non-career woman prefers group play. According to this result, we can say that mother's career affects sociality of their child. A child of career woman prefers dramatic play.