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부모 상위정서 양육방식, 아동의 정서표현 갈등 및 사회적 기술 간의 관계
이서리,남은영 한국심리치료학회 2012 한국심리치료학회지 Vol.4 No.2
본 연구는 초등학교 5, 6학년을 대상으로 부모 상위정서 양육방식이 아동의 정서표현 갈등 및 사회적 기 술에 어떠한 영향을 미치는지에 대해 살펴보고 아동의 정서표현 갈등이 사회적 기술에 어떠한 영향을 미 치는지에 대해 알아보고자 하였다. 자료 분석을 위해 다중회귀분석을 실시하였으며 본 연구의 주요 결과 는 다음과 같다. 먼저, 부모의 억압형, 감정코치형 양육방식 아동의 정서표현 갈등에 미치는 영향이 통계 적으로 유의하게 나타났다. 둘째, 부모의 축소전환형, 억압형 양육방식이 아동의 사회적 기술 중 협동성, 주장성에 부적 영향을 미치는 것으로 나타났다. 셋째, 아동의 정서표현 갈등이 사회적 기술 중 주장성에 부적 영향을 미치는 것으로 나타났다. 이러한 결과들을 토대로 본 연구의 시사점과 제한점 등을 논의하 였다.
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생물 과제의 자기조절 활동에서 나타나는 중등학생의 연령별 두뇌 활성 –fNIRS 연구
이서리,권용주 경북대학교 과학교육연구소 2022 科學敎育硏究誌 Vol.46 No.1
The purpose of this study is to compare and analyze secondary school student’s brain activity on assimilation, conflict, and accommodation processes of self-regulation. The self-regulation task was presented a biological phylogenetic task, and the brain activity was measured and analyzed with fNIRS. As a result, a significant activation was found in the left DLPFC, OFC, and FP regions in the conflict process compared to the assimilation process, and a significant activation was found in DLPFC and VLPFC in the accommodation process. As the age increase, the DLPFC also increases in the conflict process and VLPFC increases in the assimilation process. In addition, comparing conflict and accommodation process, the 7th grade students show a significant brain activity in the right VLPFC, the 9th grade students show significant brain activity in the left FP and DLPFC areas in the accommodation process. However, the 11th grade students did not show any significant brain activity at this process. These results presumably show that the neurological research method could be applied to educational research in cognitive activity and classroom instructional situation. 이 연구의 목적은 중등학생의 자기조절 과정에서 동화, 갈등, 조절의 세부 과정에 대한 뇌 활성을 비교하고 분석하는 것이다. 자기조절 과제는 생물학적 계통발생 과제로 제시되었고, 뇌활성은 fNIRS로 측정 및 분석되었다. 그 결과 동화 과정과 비교하여 갈등 과정에서 좌측 DLPFC, OFC, FP 영역에서 유의미한 활성이 발견되었고, 조절 과정에서는 DLPFC, VLPFC에서 유의미한 활성화가 발견되었다. 중등학생의 학년이 높아질수록 갈등 과정에서도 DLPFC가 증가하고 동화 과정에서도 VLPFC가 증가한다. 또한, 갈등과 조절 과정을 비교한 결과, 7학년 학생들은 오른쪽 VLPFC에서 유의미한 뇌 활동을 보였고, 9학년 학생들은 조절 과정에서 왼쪽 FP와 DLPFC 영역에서 유의미한 뇌 활동을 보였지만, 11학년 학생들은 이 과정에서 유의미한 뇌 활동을 보이지 않았다. 이러한 결과는 신경학적 연구 방법이 인지 활동과 강의실 교육 상황과 관련된 교육 연구에 적용될 수 있음을 보여준다.
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과학학습에서의 자기조절의 의미, 과정, 학습과제에 대한 분석
박상희,황나래,박진선,이서리,권승혁,권용주 한국생물교육학회 2020 생물교육 Vol.48 No.3
Self-regulation is becoming more important in a modernized society and learners to adjust to school and learn. In addition, in the process of science learning, new information is accepted and explored into one's cognitive structure, and scientific knowledge is formed through steps such as assimilation, conflict, and accommodation. This study analyzes domestic and foreign papers on the meaning of self-regulation, prepares the basis for biological, cognitive psychological, pedagogical, and brain science. And we analyze the process of self-regulation, and uses it to help students' self-regulation process. From a biological point of view, self-regulation refers to the use of internal regulatory mechanisms to maintain homeostasis, and cognitive psychological self-regulation is defined as a goal-oriented process of control over one's state and function in a broad sense. Piaget viewed the process of equilibrium through assimilation and accommodation, and said that the nature of learning is in self-regulation activities that attempt to equilibrate the learner's internal state and environmental pressure. In pedagogy, it is seen that through self-regulation, a sense of responsibility and learning strategies are used, and that they can actively participate in learning activities. In order to measure students' self-regulation process, a partially understandable and challenging task, such as looking at a mirror and writing, is necessary. In the course of science teaching and learning, teachers should provide students with problems, activities, and environments that can cause self-regulation, and provide relevant opportunities frequently. In the future, further study is needed on detailed processes and steps of self-regulation, and tasks and methods for measuring self-regulation.
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생명과학 학습에서의 사고발성 방법을 통한 자기조절의 단계 규명
박상희 ( Sang-hee Park ),황나래 ( Na-rae Hwang ),박진선 ( Jin-sun Park ),이서리 ( Seo-ri Lee ),권승혁 ( Seung-hyuk Kwon ),권용주 ( Yong-ju Kwon ) 한국생물교육학회 2020 생물교육 Vol.48 No.4
This study was to identify the stages and develop process model of self-regulation that occur in solving life science problem. For this purposes, it was developed a hypothetical model of self-regulation through literature analysis related to self-regulation. Then, three tasks on the concept of genetics were developed and the tasks were presented to six college students. Subsequently, the process and stage of self-regulation were identified by analyzing the subject's task performance process using the think aloud method. As a result, the process of self-regulation in life science problem solving was classified into levels 1 through 4 by analyzing subject's cognitive thinking process. Level 1 subject confirms that the hypothesis that you initially set is not true, but keeps your initial thoughts. Level 2 subject tries to create a new hypothesis after confirming that the hypothesis that he initially set up is not true, but fails. In level 3, after confirming that the hypothesis initially established is different from the facts, a new hypothesis is generated, but the accommodation fails. In level 4, after confirming that the hypothesis or answer set by oneself is different from the fact, it succeeds in accommodation by creating a new hypothesis. This study proposed a systemic process for self-regulation of conceptual change and problem solving in life science. Also it suggests the possibility of developing an effective program for self-regulation in life science learning.
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