인지부하를 고려한 의학교육 교수-학습 설계

오선아,김연순,정은경,Oh, Sun A,Kim, Yeon Soon,Chung, Eun Kyung 연세대학교 의과대학 2010 의학교육논단 Vol.12 No.2

The purpose of this study was to review the definition of cognitive load (CL), the relationship between CL and instructional design, and to provide a viewpoint of CL in curriculum and instructional design in medical education. Cognitive load theory (CLT) makes use of three hypotheses about the structure of human memory: working memory (WM) is limited in terms of the amount of information it can hold, in contrast with WM, long term memory is assumed to have no limits and organizes information as schemata. CL indicates the mental load on the limitation of WM. CLT has been used to design instructional interventions that help to ease the learning process. Extraneous CL is related to irrelevant instructional interventions, while intrinsic CL is the complexity of the information itself. Germane CL is the cognitive process for acquiring schema formation. It is a necessary CL to achieve deeper comprehension and solve problems. The range of medical education includes complex, multifaceted and knowledge-rich domains with clinical skills and attitudes. Therefore, CLT may be used to guide instructional design in medical education in terms of decreasing extraneous CL, adjusting intrinsic CL and enhancing the germane CL.

초등 현직교사와 예비교사의 인식론적 신념과 좋은 교사, 좋은 수업, 수업방법 결정요인 비교

오선아(Oh Sun A),이순덕(Lee Soon Deok) 한국교육포럼(아시아태평양교육학회) 2011 韓國敎育論壇 Vol.10 No.1

이 연구의 목적은 초등 현직교사와 예비교사의 인식론적 신념과 좋은 교사, 좋은 수업, 수업방법관에 차이가 있는지를 분석하는 것이다. G시 초등 현직교사 137명과 교육대학교 163명의 학생을 대상으로 설문조사를 했다. 현직교사와 예비교사의 인식론적 신념에는 유의미한 차이가 있었다. 예비교사는 교사에 비해 지식의 가변성, 다양한 지식의 원천, 학습자에 의한 점진적인 학습에 대한 인식론적 신념이 높았다. 교사는 교육경력이 많아질수록 절대적 권위에 의한 확실한 지식과 타고난 능력을 더 믿는 것으로 나타났다. 예비교사는 연령이 높아질수록 지식의 확실성과 학습능력에 대한 신념이 더욱 세련되었다. 현직교사와 예비교사 모두 ‘학생을 이해하고 존중하는 선생님’을 좋은 교사로, ‘학생들에게 참여 기회를 부여하여 지식을 재구성할 수 있는 수업’을 좋은 수업으로 인식했다. 교사와 예비교사 교육에 자신의 인식론적 신념 체계를 이해하고 좋은 교사, 좋은 수업에 대한 비판적 사고를 할 수 있는 프로그램을 제공할 필요가 있다. The purpose of this study was to investigate the relationship between in-service and pre-service teachers' epistemological beliefs(EB), good teacher, good instructional practices and the reason of teaching method selection. Subjects were 137 teachers and 167 students attending university of education in G city. Participants had to fill-out a questionnaire concerning EB, good teachers and good instructional practices. There was a significant difference between in-service and pre-service teachers' EB. Pre-service teachers more believed changeable knowledge, various knowledge sources, progressive learning by learners than in-service teachers. On the other hand, in-service teachers had more prefer diverse teaching methods to pre-service teachers. There were significant differences in good teacher and the reason of teaching method selection. Both groups selected person who are able to understand and respect students as a good teacher. They also believed constructivist learning is a good instructional practices. A job training program and modeling of senior teacher and colleagues had a significant selection on teacher's teaching method selection. Past educational experiences or students teaching training was an important variable to select pre-service teachers' teaching method. These results would provide the necessity of educational program to understand their EB in teacher education.

생성적 대학강의에서의 자기조절학습, 인지부하와 학업성취도 분석

오선아 ( Sun A Oh ) 한국교육정보미디어학회 2018 교육정보미디어연구 Vol.24 No.3

The purpose of this study investigated self-regulated learning (SRL), cognitive load and learning achievements according to the types of generative learning strategies in the lecture. A total of 134 college students participated in the generative learning of lecture. Four experimental groups were provided for students to participate in a specific type of generative learning in the lecture class: instructor-provided questions group (IPQ), learner-generative questions group (LGQ), learner-generative concept map group(GCM) and instructor-provided concept map group(PCM). The control group (CG) consisted of a lecture class in which the teacher gave a lecture. Students studied same learning contents and materials; however, the experimental groups were provided and were generated with concept maps and questions. The results of this study were as follows: First, there was a significant difference in the elaboration of the cognitive domains of SRL. GCM students showed lower achievement than IPQ group. Second, there was a significant difference in the cognitive load among groups. The control group felt lower physical effort and task difficulties and the higher flow than the control group. On the contrary, the task difficulties and physical effort of GCM were higher than the control group. Third, there was a significant difference in the learning achievement among groups. Immediate learning achievement of the IPQ, LGQ was higher than GCM, PCM and the control groups. Delayed achievement test showed the highest decrease of the control group learning achievement. It might be showed the maintainable effect of the generative learning strategies. We should consider applying generative strategies in the lecture class to increase achievement and to facilitate the students participation.

성인대학생 대상의 플립러닝 예습과제 제시방법에 따른 인식론적 신념, 인지부하와 학업성취도 분석

오선아 ( Sun A Oh ) 한국교육정보미디어학회 2017 교육정보미디어연구 Vol.23 No.3

This study investigated epistemological beliefs, cognitive load values and learning achievements according to types of flipped learning preview homework. A total of 70 adults college students participated in the flipped learning class. Before the class, students had to fill out a questionnaire regarding their prior knowledge. Three experimental groups were provided for students to participate in a specific type of the flipped learning preview homework: the e-learning contents flipped group (ELF) and printing material flipped group: PQF and GQF. The types of printing materials are generative-questions flipped group (GQF), provided-questions flipped group (PQF). GQF student generated questions while they read textbook materials in the preview task. PQF students had to answer questions given from the teachers in the preview. ELF students had to watch an online lectures created by their teacher. Each group studied the same contents and discussed in these class. The results of this study were as follows: First, there were significant difference between ELF and GQF in naive-EB. ELF showed higher naive-EB level than GQF. Second, there was also a significant difference in cognitive load. GQF showed lower physical fatigue and higher flow than ELF. Third, the results show that there were significant differences in the achievements among the groups. ELF showed higher achievement than both the other groups. In presenting the preliminary task of flipped learning for adults college students, it is possible to reduce the burden of the flipped learning lesson of the instructor by integrating the print media and the e-learning contents and also to improve the academic achievement and the pre-task approach of the adults college students. This study suggests that the availability of printing material in the flipped learning preview homework for adults college students.

예비교사의 인식론적 신념과 문제 익숙성 수준이 비구조화된 문제해결에 미치는 효과

이순덕(Lee Soon Deok),오선아(Oh Sun A) 한국교육포럼 2012 韓國敎育論壇 Vol.11 No.1

The purpose of this study was to investigate the effects of epistemological beliefs(EB) and problem familiarity on ill-structured problem-solving process and achievement. The subjects were 149 pre-service teachers. The results of the study are as follows: First, the higher group of certainty of knowledge and source of knowledge showed more advanced problem solving process and achievement. Especially, they showed excellent performance and high score in solution development and selection. Second, awareness of problem familiarity significantly affected problem solving process consisted of problem representation, solution development and selection, and monitoring and evaluation. Finally, awareness of problem familiarity did not affect problem solving achievement. It is very important to provide education program including epistemological beliefs and problem familiarity in teacher education to improve ill-structured problem solving skills.

한국에 거주하는 동남아시아인의 비자종류에 따른 한글학습에서의 언어학습전략 차이

칼로타스미스 ( Carlota Smith ),윤현숙 ( Hyun Suk Yoon ),오선아 ( Sun A Oh ) 인문사회 21 2018 인문사회 21 Vol.9 No.3

The purpose of this study was to explore visa status effect between the language learning strategies(LLSs)in Hangeul learning of South-eastern Asians who live in Korea. The 125 South-eastern Asians who participated in this study learned Hangeul at the Foreign Language and Exchange Center at A university and the Nam-gu Migrant Culture Center at G city. They answered to our questionnaires composed of LLSs including a few about demographic information. We divided them into three visa category groups: the spouses, the workers and the students. The results were as follows: There was a significant statistical difference in LLSs according to their respective visa status. The working visa group showed better skills in memory, compensation and affective strategies than the spouse and students groups. This difference was statistically significant. These results indicated that according to visa category of South-eastern Asians, they used different LLSs to learn Hangeul. This study suggests that in designing and implementing the Hangeul learning program the Foreign Language and Exchange Center, the Migrant Culture Center, other language institutions and policy makers should carefully consider the visa status of learners.

대학평생교육을 위한 성인대학생 핵심역량모델 개발 및 교육요구도 분석 : 학생-교수간 인식 비교,분석을 중심으로

박진영 ( Jin Young Park ),윤대한 ( Dae Han Yun ),윤현숙 ( Hyun Suk Yun ),오선아 ( Sun A Oh ) 안암교육학회 2014 한국교육학연구 Vol.20 No.3

The purpose of this study was to develop the core competence model for adult university students and to analyse educational needs. The data were collected from 249 adult university students and 84 professors in A university. The results were as follows: First, the core competence model was developed which was composed 3 domains, 11 competence groups and 69 core competences. Second, adult university students showed priority needs: foundational theory in major subjects, self-control ability, career development, prospecting the future, autonomously learning, time management, the sensitivity on the change of the surrounding, self-directed learning. Professors also presented 14 core competences on adult students: creativity 2, foundational theory in major subjects, creativity 1, self-directed learning, writing abilities, progressive sprit, rationale thoughts/judgements, problem-solving skills, speaking skills, identifying the problem, autonomously learning, prospecting the future, self-control ability, time management. This study suggested the recommendation the teaching and learning methodologies to acquire the core competences to adult university students.

대학교수의 인식론적 신념과 교수방법의 관계

이순덕(Lee Soon Deok),정은경(Chung Eun Kyung),오선아(Oh Sun A) 한국교육실천연구학회(한국교육포럼) 2009 韓國敎育論壇 Vol.8 No.1

이 연구의 목적은 현직 대학교수의 인식론적 신념과 성별, 연령, 근무년수, 전공과의 관계 그리고 인식론적 신념과 교수방법의 관계를 조사하고자 한 것이다. 광주지역 4년제 사립대학교에 근무하는 105명의 교수를 대상으로 인식론적 신념과 그들이 사용하는 교수방법에 대해 설문을 실시했다. 인식론적 신념은 성별과 연령에 따라 유의미한 차이가 없었고, 전공과 근무년수에 따라 유의미한 차이가 있었다. 근무년수에 따라서는 5년 미만의 교수들이 5년 이상 근무한 교수보다 상황과 맥락에 따라 가변적인 지식을 더 믿었고, 5년 미만의 교수가 10년 이상 근무한 교수보다 정확하고 신속하게 이루어지는 학습을 더 신뢰하는 것으로 나타났다. 전공계열에 따른 인식론적 신념은 지식의 확실성, 지식의 원천, 학습의 경직성에 유의한 차이가 있었는데 인문사회 계열과 사범 계열 교수의 인식론적 신념 수준이 다른 계열 교수의 수준보다 높게 나타났다. 교수들이 사용하는 교수방법이 자신의 인식론적 신념과 꼭 일치하지는 않았으며, 현재 사용하는 교수방법과 향후 적용하고 싶은 교수방법 간에도 차이가 있었다. 대학교수가 자신의 인식론적 신념에 부합하는 교수실천을 할 수 있으려면 먼저 자신의 인식론적 신념을 알고 이를 실천할 수 있는 교수-학습 활동이 무엇인지를 모색할 수 있는 기회를 제공해 줄 필요가 있다. The purpose of this study is to investigate the relationship between professors' epistemological beliefs(EB) and gender, ages, teaching career, major field. We examined the EB held by professors and teaching methods in classroom. Subjects were 105 professors in Gwangju. Participants had to fill-out a questionnaire concerning EB and teaching methods. The results of this study are as follows: First, there were no a significant difference between gender, ages and EB levels. Second, there were significant difference between teaching career and a major field and EB levels. The longer teaching career, the lower EB levels: especially the level of knowledge certainty and speed of knowledge acquisition. The professors in the Teachers' College, Humanity College and Society College have the higher EB scores than Natural Science College, Engineering College, Medical School, Art College. Third, we couldn't find the consistent relationship between professors' EB level and the choice of teaching methods. There were teaching practices difference what they do and what they want to do. It is very important to provide an opportunity to know what their EB is.

해외브랜드 의류를 중심으로 한 기성복 실태조사

강혜정,권성아,김희연,서동애,오선아,이가람,이수원,진선행,최재운 연세대학교 생활과학대학 1993 婦學 Vol.26 No.-