學習資料의 提示形態가 槪念獲得에 미치는 效果

朴太佑 淸州敎育大學校 1991 論文集 Vol.28 No.-

In conceptual learning theories, model theory in particular has been the area of special attention, since it holds important implications for the learning of concepts. Therefore, the purpose of this study was to explore ways of presenting materials to raise the outcome of learning concepts. It was expected that the purpose of this study would be served by investigating correlations between the ways of presenting materials and the outcome of learning. The former, divided into information presentation, example presentation, and material presentation, was treated as independable variables. Their potential impact on learning were divided into major impact and interaction impact. In this study, attention was directed to the following questions. First, is there any difference between the presentation of critical attributes in a series and the presentation of best examples in terms of their impact on the learning of figure concepts? Second, is there any difference between the presentation of affirmative examples and a combination of affirmative and negative examples? Third, which one is the most effective one, among explanatory presentation, presentation by questions, and a combination of these two? Fourth, what is the impact of interactions between information presentation, example presentation and material presentation? Working hypothesis for these question were as fellows. (1) The presentation of best examples is more effective in the learning of figure concepts(inductive matrix) than the presentation of critical attributes in a series. (2) Presentation of affirmative and negative examples in an appropriate mix is more effective than presenting affirmative examples alone. (3) Questioning or a combination of questioning and explanatory presentation is more effective than explanatory presentation. (4) Interactions between information presentation, example presentation and material presentation is more effective in the learning of concepts. Research to validate these hypothesis reflects 2×2×3 factorial design. The sampled population includes 647 children, 4 each from grade 4 of three primary schools located in the fringes of Chongju. Before entering the experiment, the experimental group was taught about the learning of concepts through a regular polygon. At the end of the instruction, they were tested to determine the acquisition of concepts. To the 12 experimental groups. 12 combinations consisting of two information presentations, two example presentations and three materials presentations were tried out. The learning material were provided in written form and subjects were instructed to study the material by themselves for 30 minutes. At the end of the experiment, tests were developed to measure the outcomes of learning(dependent variables). SPSS ??(statistical package for the social sciences) was adopted to process test scores and F-test(ANOVVA) to determine the statistical significance of differences. The results of tests are summarized as follows. 1. The presentation of critical attributes prior to best examples was more effective in learning figure concepts than the presentation of best examples alone[F(1·635)=4.313, p<.05]. 2. No significant difference was found between the presentation of affirmative examples and the presentation of mixed examples(affirmative and negative[F(1·635=1.027, p>.05]. 3. Significant differences were noticed between these presentation forms of explanatory presentation, questioning, and the combination of explanatory presentation, and questioning[F(2·625)=4.893, p<.01]. 4. The interactions between information presentation and material presentation show a significant higher effect on the learning of concepts[F(2·635=3.118, p<.05]. So was the interaction between information presentation and example presentation[F(2·635)=12.255, p<.001]. The most effective was the interaction between best examples, mixed examples and questioning(A2·B2·C2). The lowest learning of concept was related to best examples, mixed examples and the combination of explanation and questioning(A2·B3·C3). In the case of presenting critical attributes, mixed examples and the combination of explanation and questioning are correlated(A1·B2·C3) to produce a strongest impact (M=15.45), and mixed examples and explanatory presentation(A1·B2·C3) are correlated to produce least impact(M=14.53). In the case the presentation of best example preceded, mixed examples and questioning(A2·B2·C2) produce strongest impact and mixed examples and the combination of explanation and questioning(A2·B2·C3) produced lowest impact. Summing up the test results, the following conclusions may be advanced. 1. In learning the concept of a circle in primary school, the presentation of best examples preceding mixed examples and questioning provides an interaction leading to highest effect. 2. When it comes to designing an instruction according to the prototype model, information presentation, example presentation and material presentation should be put into account as forming a single line context. A component of instruction can't be considered in separation from the other. 3. Among the twelve presentation forms, the forms which included the best examples, mixed examples and questioning were most effective. Therefore, inclusion of these three factors in written form learning material for self study would be recommendable. 4. The effect of presentation on conceptual learning may vary with the nature of learning tasks, and the cognitive development of children. They have yet to be determined in relation to diverse school situations, cognitive developments of learners and relevant age groups. Therefore, the following suggestions are given, in order that the results of this study have relevance to instruction. First, in order for the prototype model to be fit into specific situations, the materials should include (1) all individual concepts to be defined, (2) definitions indicative of critical attributes and rules, (3) best examples or critical attributes to facilitate understanding of concepts, (4) affirmative and negative examples used for generalization and discrimination. Second, concepts should have a common attribute. Definitions should be transmitted to learners either by oral communication or in a written form. And rules for defining critical attributes should be stated clearly to facilitate the understanding of concepts. Third, learning concepts through a series of critical attributes is relevant to fifth graders and above. The best examples are more effective for lower graders. Therefore, the comparison of best examples requires explanation. In such a situation, learners should be able to infer from specific examples critical attributes and generalize and discriminate them. Fourth, the best way to teach concepts is to enable learners to detect similarities and differences through the comparison of affirmative and negative examples. The combination of affirmative and negative examples creates the best condition for conceptual learning. It is important to develop good examples. Fifth, it is important to explain whether new examples speak for concepts or not and how to validate it. Learners should be given an opportunity to answer questions regarding it.

세계 Rotary 서울국제대회 단체통역을 마치고

박태우 한국외국어대학교 학생통역협회 1990 외대통역협회지 Vol.7 No.1

Northward Policy as a Means of Peaceful Reunification

박태우 한국외국어대학교 학생통역협회 1990 외대통역협회지 Vol.7 No.1

민간 외교관으로서의 통역협회인

박태우 한국외국어대학교 학생통역협회 1990 외대통역협회지 Vol.7 No.1

學校組織의 革新性 增進方案에 관한 探索

朴太佑 淸州敎育大學校 1977 論文集 Vol.14 No.-

諸 相談理論의 比較分析에 의한 統合的 接近의 探索

朴太佑 淸州敎育大學校 1982 論文集 Vol.19 No.-

父母의 成就期待 및 知的 抱負水準이 兒童의 情意的 行動特性에 미치는 影響

朴太佑 淸州敎育大學校 1978 論文集 Vol.15 No.-

槪念獲得에 關聯된 諸變因의 效果에 관한 探索

朴太佑 淸州敎育大學校 1984 論文集 Vol.21 No.-

소아 종골에 발생한 병적 골절을 동반한 단순 골낭종 - 1 예 보고 -

박태우,조성도,조용선,김범수,서재희,류석우,황수연,Park, Tae-Woo,Cho, Sung-Do,Cho, Young-Sun,Kim, Bum-Soo,Suh, Jae-Hee,Lew, Sog-U,Hwang, Su-Yeon 대한족부족관절학회 2001 대한족부족관절학회지 Vol.5 No.2

Unicameral bone cysts are benign solitary lesions that occur in the first two decades of life and with a greater frequency in the humerus and femur. The cyst is usually asymptomatic unless a fracture or impending fracture is present. The traditional method of treating unicameral cysts has been curettage with bone graft or steroid injection. Also, pathologic fractures in the calcaneus, unlike in other bones, are reported especially in the children to be nonexistent. In general, closed treatment was recommended for most of the calcaneal fractures in children, but suggested open reduction when joint displacement was severe. We report a case of displaced intraarticular fracture of the calcaneus with unicameral bone cyst in a child treated by classic curettage, allograft and open reduction with screw fixation.

初等敎員의 資質向上을 위한 繼續敎育의 方案摸索

박태우 淸州敎育大學校 1985 論文集 Vol.22 No.-