대학생의 학습접근방법과 학과환경지각의 관계 연구

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

자기조절학습과 자기효능감 연구의 교육적 함의

방선욱(Bang Sun-Wook) 한국교육사상학회 (구 한국교육사상연구회) 2009 교육사상연구 Vol.23 No.2

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.

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

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

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.

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.

창의성의 개인차 연구 고찰 : 상호작용 모형을 중심으로 An Interactionist Model of Creative Behavior

방선욱 청주대학교 교육문제연구소 1998 교육과학연구 Vol.11 No.3

The purpose of this investigation is to identify the definition and factor influencing to individual difference of creativity and to examine theoretical perspective of creative behavior. The interactionist model of creative behavior proposed here provides a comprehensive view of individual differences in creativity that incorporates important elements of personality, cognitive, and social psychology of explanations of creativity. Creative behavior is a complex person-situation interaction that is influenced by events of that past as well as salient aspects of the current situation. Within the person, both cognitive(e.g., cognitive complexity, divergent thinking, verbal/ideational fluency, problem- solving styles/ approaches, perceptual openess, field independence/dependence) and noncognitive(e.g., locus of control, dogmatism, autonomy, self-esteem, narcissism, intuition) aspects of the mind are related to creative behavior. The interactionist perspective provides an integrating framework of sufficient complexity to incorporate diverse streams of research and to suggest exciting avenues for future programmatic research on creativity.

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.

학교폭력의 이론적 관점에 관한 연구

방선욱 청주대학교 학술연구소 2016 淸大學術論集 Vol.26 No.-

School violence has been receiving nationwide attention. In recent years research on school violence including bullying is rapidly increasing. Despite the various efforts of government, high numbers of school violence still continue to occur. I’m convinced school violence must be studied in various perspectives and then alternatives for it have to be carefully prepared. The purpose of this study is to propose an alternative conceptual framework in responding to school violence. Traditionally, the study on school violence has been carried out based on neuro-physiological(frontal lobe cognitive dysfunction, gender differences, neurotransmitter etc.), psychological(aggression-frustration hypothesis, drive reduction theory, self control theory etc.), and sociological(social learning theory, differential association theory, social control theory, social band theory etc.) perspective. To suggest an alternative framework, the following approaches were proposed: One is ecological developmental theory to deal with piecemeal interventions. The other is strength oriented approaches to cope with problem focused measures and to change the school climate. Due to the limitations as an exploratory study, various empirical researches should be followed to test the proposed framework.