유아의 이행추론과 오류에 관한 연구

조선희(Jo Seon-Hee) 한국열린유아교육학회 2011 열린유아교육연구 Vol.16 No.1

본 연구에서는 유아의 논리적 사고교육의 기초를 마련하기 위하여 유아의 이행추론의 성격을 파악하고자 하였다. 유아의 이행추론과 오류에 미치는 과제유형과 전제제시순서의 효과가 어떠한 지를 알아보기 위하여, 6세 유아 76명의 이행추론 정답수행 정도와 오답수행에 나타난 오류를 분석하였다. 연구 결과, 첫째, 과제유형에 따라 유아의 이행추론에 차이가 있으나, 전제제시순서별 과제유형의 효과가 다른 것으로 나타났다. 둘째, 전제제시순서에 따라 유아의 이행추론에 차이가 있으나, 과제유형별 전제제시순서의 효과가 다른 것으로 나타났다. 셋째, 이행추론 과제에 대한 오답수행에 나타난 오류를 분석한 결과, 과제 자료에 내포된 서열적 특성에 기인한 오류, 과제자료 구성에 기인한 오류, 과제자료의 표면적 특성에 기인한 오류, 문제 이해 부족에 기인한 오류 등을 나타내었다. 넷째, 과제유형에 따라 이행추론과정에 나타난 오류 유형에 차이가 있으나, 전제제시순서별 과제유형의 효과가 다른 것으로 나타났다. The purpose of this study was to understand the characteristics of young children's transitive inference in order to provide basis for young children's logical thinking education. In this study, 76 six-year-old children were asked to answer four transitive inference tasks[two types of task(the ABC task & the Color task) × two presentation orders of premises(X>Y, Y>Z & Y>Z, X>Y)] and to give the verbal report for the solving processes. The degree of correct transitive inference performance and the errors in the wrong transitive inference performance were analyzed. The results of this study were as follows: First, there were the effects of the task types on the degree of correct transitive inference performance. Specifically, in the presentation order of premises 1(X>Y, Y>Z), the degree of correct transitive inference performance of the ABC task was higher than that of the Color task. But in the presentation order of premises 2(Y>Z, X>Y), there was no difference between the ABC task and the Color task. Second, there were the effects of the presentation orders of premises on the degree of correct transitive inference performance. Specifically, in the ABC task, the degree of correct transitive inference performance of the presentation order of premises 1(X>Y, Y>Z) was higher than that of the presentation order of premises 2(Y>Z, X>Y). But in the Color task, there was no difference between the presentation order of premises 1 (X>Y, Y>Z) and the presentation order of premises 2(Y>Z, X>Y). Third, the errors in the wrong transitive inference performance were analyzed as 4 types: the error coming from the order connotation of the task items, the error coming from task construction, the error coming from the superficial characteristics of task items, and the error coming from the shortage of task comprehension. Fourth, there were the effects of the task types on the error types in the wrong transitive inference performance. Specifically, in the presentation order of premises 1(X>Y, Y>Z), there was no difference between the ABC task and the Color task. But in the presentation order of premises 2(Y>Z, X>Y), the error types in the wrong transitive inference performance of the ABC task was different from that of the Color task. In the ABC task, the errors coming from the order connotation of the task items and the errors coming from task construction were the most often appeared. But in the Color task, the errors coming from task construction and the errors coming from the superficial characteristics of task items were the most often appeared. It seems that these results could suggest reference to development of programs for logical thinking education and teaching methods.

철학적 토론활동에 나타난 유아교사 발화에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2010 미래유아교육학회지 Vol.17 No.2

철학적 토론활동에 나타난 4세 유아의 이유 표현에 대한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2008 미래유아교육학회지 Vol.15 No.4

' 어린이를 위한 철학 ( P4C ) ' 프로그램을 통한 철학적 탐구공동체 활동이 유아의 철학적 탐구에 미치는 영향

조선희(Seon Hee Jo) 미래유아교육학회 2000 미래유아교육학회지 Vol.7 No.1

In this study, the effects of the Community of Philosophical Inquiry Activities on young children`s philosophical Inquiry were examined. The major purposes of this study were to investigate (1) the effects of the Community of Philosophical Inquiry Activities on the young children`s questions, and (2) the effects of the Community of Philosophical Inquiry Activities on the peer interactions. Thirty three 5 year old children participated. The Community of Philosophical Inquiry Activities based on `Philosophy for Children(P4C)` program were used 4 days, 30 minutes per day, each week for a 10 week duration. The changes of young children`s questions and the peer interactions were analyzed using the protocols of discussions in the first, forth, seventh, and tenth weeks as data. The result of this study revealed that significant quantitative changes in young children`s question and peer interaction took place after applying the Community of Philosophical Inquiry Activities. This findings imply that it is possible for young children to do philosophical inquiry, and the Community of Philosophical Inquiry Activities has the potential to be effective in thinking education for young children.

유아의 유추추론과 오류에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2010 미래유아교육학회지 Vol.17 No.3

The purpose of this study was to understand the characteristics of young children`s analogical reasoning in order to provide basis for education of children`s logical thinking and creativity. In this study, 80 children, aged 5, 6, were asked to answer two analogical reasoning tasks(a simple task and a complex task) and to give the verbal report for the solving processes. The degree of correct analogical reasoning performance and the errors in the wrong analogical reasoning performance were analyzed. The results of this study were as follows: First, the degree of correct analogical reasoning performance of 6-year-old children was higher than 5-year-old children. Also, the degree of the analogical reasoning performance of 6-year-old children compared to that of 5-year-old, and the degree of the correct performance of the simple task compared to that of complex task, were shown to be similarly higher. In addition, in evaluating the difference in the degree of correct performance influenced by both age and level of task complexity, that of 6-year-old was similarly higher than that of 5-year-old. Second, the errors in the wrong analogical reasoning performance were analysed as 5 types: the associative reasoning error, the partial reasoning error, the commonality reasoning error, the successive relationship reasoning error, and the unrelated reasoning error. The associative reasoning errors were the most often appeared in the 5-year-old children`s wrong performance. But in the 6-year-old children`s wrong performance, the partial reasoning errors were the most often appeared. It seems that this results could suggest reference to development of programs for logical thinking/creativity education and teaching methods.

철학적 토론활동에 나타난 4, 5세 유아의 발화에 관한 연구

조선희 ( Seon Hee Jo ) 미래유아교육학회 2012 미래유아교육학회지 Vol.19 No.1

The purpose of this study was to identify the types of utterances four and five-year old children used in the philosophical discussion activities in order to understand the characteristics of the language activities in the kindergarten classroom. 137 children attended in this study. The results of this study were as follows: 1) The children`s personal utterances were much more frequent than the common utterances. 2) The number of children`s predicate utterances largely exceeded that of the children`s questioning utterances. 3) The children`s questioning utterances were classified into 4 different types: ``questioning that asks reasons and evidence``, ``questioning of clarification``, ``questioning that asks the results``, and ``questioning that asks information or knowledge``. The most used type in the 4-year-old children`s classroom was ``questioning that asks information or knowledge``. In the 5-year-old classroom, ``questioning that asks reasons and evidence`` was used frequently. 4) The children`s predicate utterances were classified into 6 different types: ``offering one``s beliefs, clarification, and self-correction``, ``offering confirmation to other children`s beliefs``, ``offering disconfirmation to other children`s beliefs``, ``describing personal experiences about discussion themes``, ``utterances about group cohesion``, and ``utterances about open communication``. Most of the 4-year-old children`s predicate utterances were ``offering one`s beliefs, clarification, and self-correction``. However in the 5-year-old classroom, though the most used type was ``offering one`s beliefs, clarification, and self-correction``, ``offering confirmation to other children`s beliefs``, and ``utterances about group cohesion`` also were used frequently.

철학적 토론활동에 나타난 유아의 논리적 사고에 대한 연구

조선희 ( Seon Hee Jo ) 한국유아교육학회 2009 유아교육연구 Vol.29 No.6

노지형 스마트팜의 신재생에너지원 도입시 최적 설계 방안

정혜윤(Hye-Yoon Jeong),권순렬(Soon-Yeol Kwon),송승미(Seung-Mi Song),조선희(Seon-Hee Jo) 대한전기학회 2020 대한전기학회 학술대회 논문집 Vol.2020 No.7

제한성 합리성과 적응적 사고

이상하 ( Sang Ha Lee ),김명식 ( Myung Sik Kim ),윤석주 ( Suk Joo Yoon ),정병훈 ( Byung Hoon Jeong ),조선희 ( Seon Hee Jo ),최홍수 ( Hong Soo Choe ) 한국과학철학회 2005 과학철학 Vol.8 No.2

Ever since the Enlightenment period, judgment, information representation, and actions were believed to be rational in the sense that they are carried out according to the universal rules and principles. It has been a belief that the standard rules that support the rationality of human judgment, reasoning, and decision-making can be restored to the principles of deductive logic or to algorithmic and probabilistic law. Such classical rationality is based on the idea of autonomy of reason that a certain system of knowledge can be established from individualistic viewpoint. The idea of classical rationality ignores the social and cultural origin on a mass level. However, since the 1970s, many inconsistencies have been observed between the rational norm of inference, judgment, decision and the real judgment of human. Especially, the study of cognitive science raised questions about the rationality of human reasoning and actions, by reporting many reasoning errors that failed to follow the logical rules. In these situations, G. Gigerenzer and his colleagues suggest the bounded rationality model. It is an effort to question the very idea of traditional rationality itself, and to figure out a new paradigm or model for rationality. They first reject many kinds of dichotomy-that is, the division of what is logical and psychological, formal and content, theoretical and practical, context of discovery and context of justification, biological and cultural-which serves as the foundation for classical rationality. After the elimination of dichotomy, they pay attention to the adaptive nature that is possessed by our human recognition. According to their study, human reasoning and actions are the result of adaptive thinking. Also, the rationality in the real world is ecological, bounded, social, and heuristic. Currently, bounded rationality is the topic for interdisciplinary study that is being established by the reflection of traditional rationality. The purpose of this essay is to examine the idea of bounded rationality, and to diagnose its potentials and limitations. For this purpose, the discussion in this essay shall develop as follows. First, we will define the idea and history of bounded rationality. Second, we will investigate the organistic relational model of judgment and information representation that the inseparability of judgment and ecological structure implies in bounded rationality. Here, a recognition model will be given based on the organistic relational model. Third, we will discover the clue to solve the problem of misconception by applying the organistic relational model of judgment and information representation to scientific education. Fourth, we will discuss the role of law, rule and norm that are applied to practical problem solving in coherence to bounded rationality. Finally, we will compare the traditional arguments of scientific rationality and the idea of bounded rationality, and indicate the limitations of bounded rationality.

설명적 교재의 구조와 독자의 구조인식이 교재 회상에 미치는 효과

조선희 진주여자전문대학 1993 論文集 Vol.16 No.-

The present study is designed to investigate the effects of expository text strucure and reader's structure awareness on text recall. The expository text structures used in this study are description structure sequence structure, and causation structure. Subjects were classified as "full" awareness. "partial" awareness, and "no" awareness group by their structure awareness. A total of 244 second graders of senior high school were randomly assigned to one of the three conditions made by text structures. To test the hypothese set up in this study, ANOVA and Scheffe´ test were executed. The number of recalled macro propositions and the number of recalled micro propositions were calculated. The conclusions of this study were as follows : To the second graders of senior highschool, 1) the "full"awareness readers recall better the text content than "partial" or "no" awareness readers do ; 2) the "partial" awareness readers recall better the text content than "no" awareness readers do ; 3) there is no difference in the "full" awareness reader's recall amount among the description structure text, the sequence structure text, and the causation structure text.