대학생의 학습접근방법과 학과환경지각의 관계 연구

방선욱 ( Bang Seon Ug ) 한국고등교육학회(구 한국고등교육정책학회) 1991 高等敎育硏究 Vol.3 No.1

교수,학습과 매체에 대한 커뮤니케이션 연구의 관점 비교를 통한 대안적 교육 패러다임 모색

방선욱 ( Sun Wook Bang ) 한국커뮤니케이션학회 2004 커뮤니케이션학연구 Vol.11 No.1

자기조절학습과 자기효능감 연구의 교육적 함의

방선욱(Bang, Sun-Wook) 한국교육사상연구회 2009 敎育思想硏究 Vol.23 No.2

이 연구는 그 동안 우리나라의 연구에서 비교적 소홀했던 성인 대상 중심의 자기조절학습 및 자기효능감 관련 연구를 개관하고, 다양한 학습동기 변인 가운데 자기조절학습에 가장 핵심적인 영향을 미치는 자기효능감 구인의 개념을 보다 명확히 하기 위해 유사 구인과의 차이점을 정리하고, 자기효능감과 자기조절학습간의 관계를 고찰함으로써 학습자들의 자기효능감 증진 및 자기주도적 학습능력의 향상을 위한 교육적 함의를 얻고자 하였다. 이러한 목적을 달성하기 위해 수행된 연구결과를 요약하면, 첫째, 사회인지이론에 토대를 두고 있는 자기조절학습 모형은 자기조절학습을 목표지향적 과정으로 그리고 순환적인 과정으로 파악한다. 이러한 전제를 바탕으로 자기조절 단계를 설정하고 있으며, 각 단계별로 자기조절 영역을 제시하고 있다. 이와 같은 자기조절 단계와 자기조절 영역의 개념과 구조는 학습자의 자기조절과정을 파악하는 데 도움을 줄 수 있으며 아울러 각 단계별 수업전략 수립이나 학습내용 및 활동을 제시할 때 유용하게 활용될 수 있다. 둘째, 자기효능감은 과제특수적 상황에서 학습자의 수행역량에 초점을 맞추는 학습결과를 예측하는 데 있어 변별적인 타당성을 보여주며, 학생들의 과제 선택, 노력, 지속성, 그리고 정서적 반응과 같은 다양한 형태의 동기를 예측하는 데 있어서도 수렴적 타당성을 나타낸다. 그러므로 학습자의 정확한 자기효능감을 측정하기 위한 보다 전문화된 측정방법과 측정도구의 개발이 요구된다. 셋째, 자기효능감은 자기조절학습에 가장 커다란 영향을 미치는 구인으로서, 자기조절과정의 모든 단계에 영향을 미친다. 학습과 동기의 유력한 매개자 역할을 수행하는 자기효능감은 학생들의 동기와 그에 따른 결과로서의 성취에 영향을 미치는 핵심적인 변인이라고 할 수 있다. 따라서 학습자의 자기조절학습 능력을 육성하기 위해서는 반드시 자기효능감의 관련성을 바탕으로 접근해야 한다는 것을 알 수 있다. The purpose of this study is to suggest educational implications through exploring the research on self-efficacy and self-regulated learning. This paper reviewed self-regulated learning based on social cognitive theory, self-efficacy beliefs differ conceptually from closely related constructs and the relationship between self-efficacy beliefs and self-regulated learning. As results of the study, the findings are as follows: First, the self-regulated learning models by Pintrich and Zimmerman based on social cognitive theory define self-regulated learning as goal-oriented process, proceeding from a forethought phase through self-monitoring and self-control phase to self-reflection phase. For each phase, self-regulatory activities are listed in four separate areas, including cognitive, motivational and affective, behavioral and contextual areas. They also assume that self-regulation is cyclical in nature. Second, measures of self-efficacy are not only conceptually distinctive from closely associated constructs such as outcome expectations, self-concept, and perceived control, they have discriminant validity in predicting a variety of academic outcomes. Students’ self-perception of efficacy are distinctive from related motivational constructs because of their specificity and close correspondence to performance tasks. Third, self-efficacy beliefs provide students with a sense of agency to motivate their learning through use of such regulatory processes as goal setting, self-monitoring, self-evaluation, and strategy use. Therefore, self-efficacy beliefs of students are key variable affecting self-regulated learning activities and academic achievement.

의미구성 도구 및 커뮤니케이션으로서의 내러티브

방선욱 ( Sun Wook Bang ) 한국커뮤니케이션학회 2004 커뮤니케이션학연구 Vol.12 No.3

전산해석을 이용한 착상이 핀튜브 열교환기 성능에 미치는 영향에 관한 연구

김성줄(Sung-Jool Kim),최호진(Hojin Choi),하만영(Man-Yeong Ha),방선욱(Seon-Wook Bang) 대한기계학회 2008 대한기계학회 춘추학술대회 Vol.2008 No.11

We conducted a study by computational simulation about the effects of frost thickness on the pressure drop and heat transfer characteristics as whole heat exchanger configuration changes. In order to perform the analysis for validation, we assumed that frost properties have constant values and the frost layers that are formed on the fin and tube surfaces are uniform. In order to find the constant thermal conductivity of frost layer, a variety of frost thermal conductivities are performed in our work and compared with the results by Lee et al. [4] and Yang et al. [5] proposed many experimental data about the 2-rows and 2-columns finned tube heat exchanger. The numerical results agreed well with the experimental data when frost conductivity is 0.07W/mK. After the validation had performed, we applied this procedure to the finned tube heat exchanger of domestic refrigeration and investigated the thermo-hydraulic characteristic of the heat exchanger affected by frost thickness according to the inlet velocities and temperatures of air considering the configuration change such as fin pitch.

가정용 냉장고의 불응축 가스량에 따른 소비 전력 특성

김두현(Doohyun Kim),황유진(Yujin Hwang),박재홍(Jae-Hong Park),정성일(Seong-Ir Chung),정영만(Young-Man Jeong),구본철(Bon-Cheol Ku),이재근(Jae-Keun Lee),안영철(Young-Chull Ahn),방선욱(Sunwook Bang),김석로(Seok-Ro Kim) 대한설비공학회 2008 설비공학 논문집 Vol.20 No.6

The presence of non-condensable gases as an additional thermal resistance inside a refrigerating circuit has been found for a general refrigerator. The effect of non-condensable gases was varied by controlling the injection amount of dry air into the refrigerating circuit to increase a thermal resistance. Energy consumption tests for the refrigerator were conducted under the various amounts of non-condensable gases. The tested refrigerating circuit was the household refrigerator. As the molar fraction of non-condensable gases was increased from 0% to 1.46%, the amount of energy consumption was found to increase up to 25%. The increase of the amount of non-condensable gases in refrigerating circuit was found to result in increasing the condensation temperature at the condenser and decreasing the evaporation temperature at the evaporator, which were presumably caused by the low specific heat and increased partial pressure of non-condensable gas.

대학생의 가치관에 관한 연구

방선욱 청주대학교 학생생활연구소 1994 學生生活硏究 Vol.16 No.-

구성주의적 교육관의 이론적 함의와 적용가능성 고찰

방선욱 청주대학교 교육문제연구소 2001 교육과학연구 Vol.15 No.1

The purpose of this study is to investigate the theoretical implications and educational applicability of constructivist persprctive as alternative paradigm. Constructivism is one of the hot topics in educational philosophy nowadays. Constructivism is an educational philosophy which holds that learners ultimately construct their own knowledge that then resides within them, so that each person's knowledge is as unique as they are. There are two major strands of the contructivist perspectives. These two strands are cognitive constructivism and social constructivism. Cognitive constructivism, as derived from the work of Piaget, defines learning as process of accommodation, assimilation, and equilibration. Social constructivism views learning as a process of enculturation brought about through social interaction. These two theories are different in emphasis, but they are also share many common perspectives about teaching and learning. Constructivist approaches view learning a process in which individual students construct or build their own internal interpretations of external events. So Constructivists view learning as the result of mental construction. Constructivist learning is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging. Learner autonomy and initiative is accepted and encouraged. The teacher is a facilitator or coach in the constructivist learning approach. The teacher guides the student, stimulating and provoking the students' critical thinking, analysis and synthesis throughout the learning process. The teacher is also a co-learner. Constructivists suggest that for meaningful learning to occur individuals must work with realistic problems in realistic contexts. Since problems usually have many aspects, multiple viewpoints should be explored by students in order for them to build networks of related ideas, The student is pursuing a problem or activity by applying approaches they already knows and integrating those approaches with alternatives presented by other team members, research sources, or current experience. Learning is then assessed through performance-based projects or open-ended form rather than through traditional paper and pencil testing.

구성주의 기반 수업의 성패 여부에 관한 쟁점 고찰

방선욱 청주대학교 학술연구소 2015 淸大學術論集 Vol.2015 No.S-9

Non-constructivist viewers of instruction set out to theoretically support the direct instruction over constructivist view of instruction(minimally guided instruction) by describing a human cognitive architecture(especially long-term memory). However, constructivist viewers of instruction argue that a human cognition architecture cannot be adequately defined by the stuff of long-term memory. Therefore, the position of both group about instruction is very different. Recently some common ground did emerge, for example constructivists and critics of that position agree that some form of guidance is needed for effective instruction, although they disagree on the types of guidance. The key issues are about the amount, context, and timing of instructional guidance. The amount, context, and timing of instructional guidance are all important as factors to consider when planning instruction, regardless of whether one is coming from an instruction or constructivist perspective. First, the evidence suggests that the optimal amount of guidance often is an intermediate amount and the granularity of the advice provided in a design is equally important. Second, constructivists appear to pay more attention than instructivists to the context in which guidance offered because they believe it to be important for retention and transfer. Third, the timing of instructional guidance should vary according to instructional goals. While immediate feedback promotes more rapid problem solving in the short term, delaying feedback can result in better long-term retention and transfer.

세계화·정보화시대의 교사의 역할

방선욱 청주대학교 교육문제연구소 1998 교육과학연구 Vol.12 No.-