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- 저자 : 李根宰 (검색결과 196 건)
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李根宰 釜山敎育大學 1980 부산교육대학 논문집 Vol.16 No.1
Problems. The purpose of the present study was to investigate the influence of cognitive style upon the self concept. cognitive styles under taken in this study were constricted flexible and equivalence range dimensions suggested by Gardner and others. The specific problems to be investigated in this study were as follows; 1. What kind of relationship are there between self concept and cognitive styles? 2. Does tho cognitive style effect upon the factors of self concept? Hypotheses. The following hypotheses were drawn to be tested: 1. In general, flexible subjects are higher than constricted subjects in measure of self concept. 2. The large range group in equivalence range measure is higher in self concept test as compare to the small rage group. Method. 1. Instruments a. Cognitive style measure: Colour Word Test (C.W.T) and Object Sorting Test(O.S.T) were used to identify flexible group (F.G) and small range group(S.R) respectively. b. Self Concept test Self concept test constricted by Chung, Won Shik was used as self concept assessement measure. 2. Subjects. A total of 250 students of first grade drawn from K college, Busan Ciity, participated in this study. Results. The following results were seen to be warranted; 1. It was reveled that there are significant differences between the flexible group and the constricted group in there self concept. 2. There was significant differences found between the large range group and the small range group in theire self concept.
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이근재 釜山敎育大學校 學生生活硏究所 1998 學生指導硏究 Vol.18 No.-
The purpose of the present study was to clarify the relationship of cognitive conflict and cognitive learning. Piaget, has given a central role in cogitive delovelopment to the concept of equilibrium or cognitive conflict. He wiewed cognitive development as involving the attainment of successively higher states of equilibrium or cognitive conflict. Movement from lower to higher levelness of equilibrium are said to require actions on the child part. We could conclude that "what Piaget call equilibration or cognitive conflict is a form of 1earning." that is motivatied by conflict and reinforced by conflict reduction. We believed cognitive conflict is presented as a necessary and sufficient condition for cognitive learning.
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李根宰 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1
The purpose of the present study was to investigate the effect of cognitive contlict on an conservation learning. Piaget has given a central role in cognitive development to the concept of equilibrium. He viewed cognitive develope as involving the attainment of successively higher states of equilibrium or balance. Eqiliubration constituted the mechanism by which progress from a given state of equilibrium to a higher one. Movement from lower to higher levels of equilibrium are said to require actions on the child's part. An internal process of adjusting and readjusting expectations until the chid can anticipate the outcomes of such action is assumed to occure-hense the relevence of the autorequlation concept. Piaget presented essenitially the same account of equilibrtation, reffering to it in the process as "the fundamental factor of development". We could conclude that "what Piaget call equilibration is a form of learning that is motivated by conflict and reinfored by conflict reduction. Three categories of conflict discrepancies between (a), two internal events (b), an interal and an external evternal event, and, (c) two external events. Piagetian believed the experiencing of conflict is essential to the occurence of true learning. But social learning theorists described observational learning of conservation as a form of rule acquisition. While the effects of external and internal conflict are recognized as frequently occuring during social learning encounters, conflict is no considered by social learning theorists to be crucial to learning. Piagetian believed cognitive conflict (disequilibrium) is presented as a necssary and sufficient condition for learning and learning Procedures that creat social conflict are assumed to be optimal. In conclusion, the operational definition of equilobration remains elusive partly because Piaget never gave one and perhaps beause, in the end, the construct equilibration, only defines a kind of behavioral change, a change which fullfill, the organismic criteria for a developmental change.
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李根宰 釜山敎育大學 1981 부산교육대학 논문집 Vol.17 No.1
Problems The purpose of the present study was to investigate the influence of ego influence of ego identity upon the creativity. Ego identity undertaken in this study was composed of physical self, moral ethical self, personal self, family self and social self. Creativity was composed of fluency, flexibility originality, elaboration, organization and openness. The specific problems to be investigated I this study were as follows: 1. What is the kind of relationship between ego identity and creativity? 2. Does ego identity effect upon the foctors of creativity? 3. Are there any difference in ego identity between male and female Hypotheses The following hypotheses were drawn to be tested: 1. The levels of ego identity effect upon the factors of creativity. 2. There are significant difference in their ego identity between male and female. Method 1. Instruments a. Creativity Test: Creativity test constructed by Chung, Won Shik and Lee, Young Dug was used as creativity assessment measure. b. Ego identity Test; Self concept test construdted by Chung, won shik used as ego identity assessment measure 2. Subjects A total of 181 students of first grade drawn from K College, Busan City praticipated in this study. Results The following results were seen to be warranted. 1. It was reveled that there are significant difference between the high and low levels of egoidentity group (p<0.05) 2. There was no significant difference found between male and female in their egoidentity measure (p>0.05)
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