특수 장애를 가진 학생들을 위한 미술교육의 의미와 역할: 문헌연구를 중심으로

정현일 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

The purpose of this research is to study that art educators can contribute to disability studies by strategizing art practices that critically explore disability discourses in the many fields, and that art education and disability studies can address the many areas where disability and art meet, culturally and pedagogically. The interest of art education scholars in disability and the interest of disability studies scholars in art education strengthen the importance of collaboration between the fields. Researchers and educators in both fields are interested in learning about content in the others areas of expertise. Thus, the interest in both fields in disability and creative self expression in general suggests a fruitful ground of this overdue and promising interdisciplinary alliance.

과학적 가설평가 과정의 뇌 과학적 분석방법 고찰-Effective connectivity 중심으로-

이일선,권용주 한국교원대학교 뇌기반교육연구소 2011 Brain & Learning Vol.1 No.1

이 연구의 목적은 과학적 가설평가 과정의 뇌 과학적 분석 방법을 effective connectivity 분석 방법 중심으로 고찰해보는 것이다. 분석 방법을 고찰해보기 위해, 이 연구는 두뇌 네트워크 분석 방법과 관련된 선행연구들로부터 effective conncectivity의 3가지 분석방법을 확인하였다: PPI, SEM, DCM. 첫 번째로, 각 항목에 관련된 분석 방법을 파악하기 위하여 connectivity 분석 방법에 대한 15편의 뇌과학 문헌들을 분석하였다. 두 번째로, 과학적 가설평가 과정의 하위 요소들과 관련된 연구들 중 effective connectivity 분석 방법을 사용한 30편의 뇌과학 문헌들을 분석하였다. 그 결과, 과학적 가설평가 과정의 뇌과학적 연구에는 functional connectivity 분석보다 effective connectivity분석이 보다 적절한 것으로 나타났다. 또한 가설평가 과정의 하위 인지요소별 실험결과는 PPI분석을 통해 ROIs를 구성하고 구성된 ROIs들을 SEM을 이용하여 경로 모델을 도출하는 것이 최적의 분석 방법임을 확인하였다. 이러한 분석 방법들은 과학탐구의 다른 하위 과정들의 분석에도 활용 가능할 것으로 전망된다. The purpose of this study was to review how the brain scientific analysis in scientific hypothesis evaluation with a focus on the effective connectivity. To review how the brain scientific analysis, we have found 3 methods of effective conncectivity from previous studies: PPI, SEM, DCM. Firstly, Fifty literatures on the brain network associated connectivity analysis were analyzed to know the characteristic which is related to three methods. Secondly, thirty literatures associated with the sub-element of the hypothesis evaluation process using effecitve connecitivity analysis methods were evaluated. As a result, effective connectivity analysis showed that a more appropriate analysis of functional connectivity. In addition, the PPI analysis consist of ROIs, to derive SEM model using ROIs was the best analysis method. These analysis methods are expected to be utilized in other scientific inquiry process.

진화 교육에 관한 최근의 연구 동향 분석

이순남 한국교원대학교 뇌기반교육연구소 2011 Brain & Learning Vol.1 No.1

이 연구의 목적은 한국의 진화 교육의 나아갈 방향을 모색하기 위하여 생물학에서 진화 교육이 큰 쟁점이 되고 있는 미국의 최근 진화 관련 연구 문헌을 분석하여 오개념의 원인과 종류, 오개념 개선 방법 측면에서 정리하여 이를 바탕으로 하여 한국의 진화 교육의 나아갈 방향을 확인해보고자 함이다. 정규교육과정에서 확인할 수 있는 진화 관련 오개념의 원인은 대학 교수들이 예비교사가 갖고 있는 선개념에 대한 이해가 부족하여 예비교사 양성 과정에서 오개념이 수정되지 못하고, 이러한 과정을 거친 교사는 과학의 본성에 대한 이해가 부족하게 되어 창조론을 과학 수업에서 다루거나, 교사의 종교적 신념으로 인하여 진화론을 부정하는 수업을 통해 발생될 수 있다. 또한 교사가 진화론이 생물학 전반에 차지하는 중요성과 통합성에 관한 인식이 부족하여 진화론 수업에 많은 시간과 노력을 할애하지 않는 것도 학생들의 오개념이 수정되지 못하는 원인이 될 수 있다. 이는 교사 뿐만 아니라 생물교과서도 진화에 관한 오개념 생성에 영향을 주었는데, 진화를 통합 지식으로서 생물 교과서에서 다루는 것이 아니라 단순한 지식 나열식으로 다루고, 소진화에 비해 대진화의 중요성을 덜 강조함으로써 학생들은 대진화에 대한 오개념을 많이 갖게 되었다. 이러한 교사와 교과서의 영향으로 인하여 학생들은 진화론이 창조론과 마찬가지로 근거가 부족한 이론으로 생각하거나 진화론을 지지한다고 할지라도 진화대상에서 인간은 예외로 하거나 진화의 단위가 개체라고 생각하는 오개념을 갖고 있음을 확인할 수 있었다. 그밖에도 진화의 원동력에 대해서도 목적론적 사고나 용불용설적 사고, 내부 의지적 사고가 매우 견고하게 자리 잡고 있으며, 진화와 생물의 다양성을 다루는 계통수를 해석 측면에서도 다양한 오개념을 나타났다. 미국의 진화교육은 이러한 다양한 오개념을 개선하기 위하여 진화 학습이 효과적으로 이루어지는 시기에 관한 연구와 견학, 실습, 시뮬레이션, 토론과 자료해석 등 탐구학습 기반의 수업이 진화에 관한 오개념 개선에 큰 효과가 있음을 확인하는 연구를 통해 진화 교육에 대한 적극적인 변화를 시도하고 있다. 현재 우리나라에서도 진화 교육에 관한 많은 연구가 이루어져 진화가 생물학의 중요한 개념이라는 것은 인지하고 있지만 실제 정규교육과정과 예비교사 양성과정에서 그 중요성이 반영되고 있지 않은 현실이다. 따라서 본 연구에서 분석한 미국의 진화 교육을 참고하여 앞으로 더 활발한 진화교육 연구와 더불어 이를 현장에 적용하는 다양한 방법에 관한 논의가 이루어져야 할 것이다. The purpose of this study is to make sure Korean evolution education s direction by reviewing cause, sort and improvement method about misconception of evolutionin recently published American research papers about evolution, The cause about misconception of evolution causes regular biology classes is that preservice students can t have corrected their misconceptions because professors have not acquainted with their alernative concept.Therefore, if they become teachers, they have included creationism in biology classes not for understanding nature of science or reject Darwinian evolution in biology classes for the non-scientific beliefs asasociated with their religion. Also Teachers don t understand evolution as unifying theme in biology and aren t aware of importance of evolution, sothey don t take time, effort enough to teach Darwinian evolution. The cause of misconception is not only teacher but also textbook. Textbook contains evolution as simple knowledge, but not as unifying theme in biology. And it emphasizes microevolution than macroevolution, so students have many misconception about macroevolution. Because of these cause, studenets regard the theory of evolution as theory with weak evidence. Even though they accept the theory of evolution, they think that unit of evolution is notpopulation but individuals and human has not evolved. And students think principle of evolution as Use and Disuse or Goal-directed America has studied the ideal time to learn the theory of evolution and has tired inqury-based learning for decreasing misconception. Korea also has studied education of evolution and is aware ofevolutionas important concept. But actually the importance doesn t apply to regular curriculum and preservice student curriculum.Thereforefollow-up study needs how to apply them in a field reserch.

Effects of Barefoot Walking Exercise on Female Hormone, Brain Nerve Growth Factors and Immunoglobulins in Postmenopausal Women

호은석(Eun-Seok Ho),안민지(Min-Ji An)김경래(Kyeong-Lae Kim) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.4

This study investigate the effects of a 12-week barefoot walking exercise on female hormone, brain nerve growth factors and immunoglobulins in postmenopausal women. It aimed to provide the fundamental data for developing an effective exercise program to help postmenopausal women maintain a physically, psychologically, and socially healthy life in senescence. Postmenopausal women in C-city, Chungcheongbuk-do, were recruited and randomized between the barefoot walking group(n=11) and the shoes walking group(n=11) for subsequent analyses. The walking exercise program consisted of three 60-minute sessions per week for 12 weeks. The levels of estrogen, brain nerve growth factors and immunoglobulins were measured before and after the exercise. Two-way repeated measure ANOVA was performed to analyze the before-after difference between the barefoot walking group and the shoes walking group. The results acquired from this study are as follows. First, the estrogen levels during the 12-week walking exercise intervention were not influenced by the group or duration. However, the duration of the exercise significantly affected the barefoot walking group. Second, the brain nerve growth factors, namely, brain-derived neurotrophic factor(BDNF), insulin-like growth factor-I(IGF-I) and vascular endothelial growth factor(VEGF) were not significantly influenced by the group or duration during the 12-week exercise intervention. However, the barefoot and shoes groups significantly affected BDNF and VEGF. The duration of the exercise did not affect IGF-I in both groups. Third, IgG was significantly influenced by the group and duration during the 12-week exercise intervention. However, IgA and IgM were not significantly affected by the exercise group or duration. Exercise duration significantly affected the IgG of the shoes walking group and IgM of the barefoot walking group.

Tool Affordance from Interactions with Tools during Scientific Experimental Activities

김성운(Seong-Un Kim) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

The purpose of this study is to find out what tool affordances are for tools and materials that interact with students during scientific experimental activities. For this, 22 university students were asked to conduct scientific experimental activities to make electromagnet and to identify the properties of electromagnets to collect experimental behaviors and concurrent think aloud, retrospective think aloud, and gaze positions. Based on the collected data, all experimental behaviors of the participants were listed, and the number of participants in each experimental behavior was investigated. Tool affordance, which is the cause of this experimental behavior, was inferred, focusing on unintended experimental behavior among experimental behaviors that appeared in many participants. As a result of the study, 3 kinds of tool affordance were found as follows. “There will be some reaction at a specific location of the tool.”, “When you manipulate tools of different sizes together, manipulate the small ones and keep the large ones still.”, “Do not touch the seemingly dangerous parts.” These tool affordances can lead to incorrect procedural representations, making it difficult to accurately follow the experimental manual. Due to human nature, tool affordance perceived from tools and materials in scientific experimental activities affect the construction of representations of procedures. Therefore, it is necessary to understand tool affordance and produce experimental manuals in order to avoid negative effects from representation of incorrect procedures.

아이트래커를 활용한 읽기 능력 진단 지표 개발

이경화(Lee Kyeong-hwa),최숙기(Choi Sook-ki),이경남(Lee Gyeong-nam),강서희(Kang Seo-hee),김태호(Kim Taeho) 한국교원대학교 뇌기반교육연구소 2019 Brain, Digital, & Learning Vol.9 No.2

Reading ability is a fundamental and essential ability to lead everyday life. There have been attempts to diagnose and effectively guide learners in their reading ability. However, this was mainly centered on indirect and multiple-choice assessments. Therefore, this study focused on the eye tracker as a tool to supplement the limitations of indirect assessment and the shortcomings of the multiple choice question, and developed a reading ability diagnostic assessment using the eye tracker. For the reading ability diagnostic assessment using eye tracker, a reading ability factors was extracted and developed for each grade level. The assessment questions were revised and statistically verified through multiple test. In addition, based on reading ability, the students were sampled and applied reading assessment using eye tracker. These results were used to derive a reading ability diagnosis indicators. Reading diagnostic instrument that uses eye tracker is able to diagnose reading process. This provides an effective guidance by providing more accurate feedback to improve reading ability.

Analysis of Inquiry-based Activities in the Various Forces Unit of Middle School Science Textbooks

김지은(Ji-Eun Kim),이효녕(Hyonyong Lee),최호명(Ho-Meoyng Choi) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

The 2015 revised national curriculum aims to promote students’ inquiry capability through school education. An integrated understanding of the inquiry-based activities is necessary to strengthen science process skills and practices. The main purpose of this study was to analyze the inquiry-based activities used in the Various Forces Unit of five 1st grade middle school science textbooks in terms of science process skills and science practices. For this purpose, an analytical framework was developed by identifying sub-elements of science process skills and science practices. Based on the analysis framework, we analyzed goals, processes of finding the answer to the question, experimental steps and predicate in questions of the inquiry activity. The results are as follows: 1) Various science process skills and science practices were used in one inquiry activity. 2) Science process skills and science practices used even in the same textbook were different depending on the inquiry-based activities. 3) There was a difference in the ratio of science process skills and science practices for each textbook. In addition, it was found that different science process skills and science practices were used in each textbook, even if the subject of the inquiry activity was the same. Therefore, the results of this study could contribute to provide information on the learning opportunities presented to the students and to anticipate whether they can develop the expected science inquiry abilities.

심적 회전 활동에 따른 인지 전략 분석 및 공간 감각과 수 감각 향상에 미치는 효과

남민주(Minju Nam),이광호(Kwang-Ho Lee) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.2

The purpose of this study is to find out the cognitive strategy during the mental rotation activities and to find out the changes of spatial sense accordingly. To do this, this study developed a mental rotation activity program for six sixth-grade students and conducted five mental rotation activities twice each, a total of 10 times. As a result, first, cognitive strategies vary depending on the complexity of mental rotation activities. Second, simultaneous use of both overall and partial approach strategies and psychological and analytical processing strategies, perspective fixation, and perspective change strategies can increase the accuracy of recognition. Third, there is a tendency to use cognitive strategies differently in terms of processing methods, depending on the task of mental rotation activities. Fourth, the ability to rotate the sense of space has been improved by the mental rotation activity. As a result of this study, the following conclusions could be obtained. Cognitive strategies are used differently depending on the complexity of mental rotation activities, so students need to provide psychological rotation activities with varying degrees of difficulty to experience various cognitive strategies.

설득적 에세이 점수의 예측도구로서의 감성분석 기법

신동광(Dongkwang Shin) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.2

This study aimed to investigate to what extent sentiment analysis can be applied to tone analysis of persuasive essays as a predictor for scores of the essays. To this end, the sentiment analysis of the text mining program ‘Orange3’ was utilized. This study first looked at the effects of Vader s sentiment indices (positive, negative, neutral, and compound values) on the total score of positive and negative essays. As a result, in the positive essay, all the sentiment analysis results had a significant effect on the total score. In particular, it was confirmed that the compound value had the greatest influence as a predictor of the total score of the positive essay as well as the scores in the four sub-scoring domains—task performance, content, organization and language use. On the other hand, it turned out that there were no significant relationship between sentiment indices and scores of negative essays. These results suggest that even if learners write a persuasive essay with either positive or negative tone, they could expect a higher score when comparing the two opposite positions rather than the one-sided one. This was also confirmed to some extent through word cloud analysis. Of course, there were some limitations in this study as well but it showed the applicability of sentiment analysis to predict scores of persuasive essays.

평면도형 높이에 대한 학생 이해도와 오류 유형

이광호,이현주,이주영,송윤오 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

The purpose of the research is to firstly, understand 5th graders conceptions of heights in triangles and parallelograms. Secondly, analyze and categorize the frequently shown error types of the concept of heights in triangles and parallelograms. Thirdly, think about the cause and counterplan of the students’ misconceptions of heights from the perspective of concept definition and concept image of Vinner model. 433 (19 classes) 5th graders of 6 elementary schools in Chungcheong area of South Korea were tested to draw the heights on a questionnaire containing 14 triangles and 12 parallelograms with varied positions and shapes. From the study, we could conclude as followings. There is a need to include wordings such as ‘the side opposite the vertex’ and ‘a line containing the base(extended base)’ within the definition of heights. The meaning of the words used in the definition and used in everyday life should be clearly discriminated. When teaching the concept of heights in plane figures, teachers should utilize various example and counter-example images based on the errors students frequently make.