생물학 탐구에서 fMRI 기반 결론도출 능력 측정 모델 개발

권용주,이일선,이준기 韓國生物敎育學會 2010 생물교육 Vol.38 No.4

The purpose of this study was to develop an fMRI-based model for measuring the ability of drawing conclusion in biology inquiry. Prior to develop the model, this study designed tasks of paper-andpencil type and fMRI-scanning type to measure subject's ability of drawing conclusions. Using the tasks, we measured subject's ability of drawing conclusions. Two quotients of the ability of drawing conclusions were generated by the quotient equation of drawing conclusion ability using paperand- pencil type task results and the brain connectivity coefficient of drawing conclusion ability using fMRI type task results. After generated two quotients, this study analyzed the relationship between the quotient equation of drawing conclusion ability and the brain connectivity coefficient of drawing conclusion ability of subjects. There was a statistically significant correlation between connectivity coefficient and quotient of conclusion deriving ability. Based on the correlation data, this study was generated a predictive model of drawing conclusion ability using fMRI data. The fMRI-based predictive model were tested to apply individual's quotient of drawing conclusion ability using brain connectivity coefficient. The test results showed that the fMRI-based model could be used to measure student's scientific ability of drawing conclusions. Furthermore, this study can also implicated as a basic theory for a neurophysiological model to measure student's scientific thinking ability.

朝鮮時代 한글 簡札의 [結末] 構成과 類型에 대한 考察

전병용 동양고전학회 2015 東洋古典硏究 Vol.0 No.61

본고는 조선시대의 한글 簡札을 대상으로 하여 [結末]의 構成을 分析하고 類型化를 시도한 것이다. 논의 결과를 요약하면 다음과 같다. [結末]의 形式構成은 [結末人事+傳言+結句+作成日時+署名+追伸]으로 이루어진다. 형식구성은 다시 [內容要素(결말인사, 전언, 결구, 추신)]와 [形式要素(작성일시, 서명)]로 나뉜다. [內容要素] 또한 [核心要素(결말인사, 결구)]와 [剩餘要素(전언, 추신)]로 세분된다. [結末人事]의 意味構成은 受信者의 健康과 安寧을 바라는 [祝願型]과 受信者가 健康하고 안녕하게 살아가기를 부탁하는 [當付型]으로 나뉜다. [祝願型]은 卑尊間 簡札에서, [當付型]은 尊卑間 簡札에서 주로 쓰인다. [結句]의 意味構成을 段階的으로 分析하여 提示하면 다음과 같다. 먼저 [前提+樣相]으로 분석되고 [前提]는 [餘留]로, [樣相]은 [原因+閣筆]로 구체화됨으로써 [結句]의 意味構成은 [餘留+原因+閣筆]로 이루어진다 할 수 있다. [結句]를 중심으로 常套化 過程을 살펴보았다. 表現의 常套化는 表面意味와 深層意味의 괴리에서 비롯되는데 [結句]의 構成要素인 [餘留]와 [原因]이 縮約과 統合의 과정을 거치면서 나타났음을 확인하였다. [結末]의 類型은 다섯 가지로 나눌 수 있다. 第1類型은 形式構成에서 [結末人事+結句]의 구성을 보이는 [定置型]이면서 [核心要素]가 모두 갖춰진 [完成型]을 말한다. 第2類型은 [結末]의 形式構成이 [定置型]이면서 [核心要素] 중 [結末人事]가 생략된 채 [結句]만으로 이루어진 경우이다. 受信者에 대해 예의를 갖추지 않아도 무방한 尊卑間 簡札에서 주로 나타나며 缺禮라는 면에서 第3類型이나 第4類型보다는 덜하다. 第3類型은 [結末]의 形式構成이 [定置型]이면서 [核心要素] 중 [結句]가 생략된 채 [結末人事]만으로 이루어진 경우이다. 受信者에 대해 예의를 갖추지 않아도 무방한 尊卑間 簡札에서 주로 나타나며 缺禮라는 면에서 第4類型보다는 덜하다. 第4類型은 [結末]의 形式構成 전체가 생략된 경우이다. 受信者에 대해 예의를 갖추지 않아도 무방한 尊卑間 簡札에서 주로 나타나며 缺禮라는 면에서 모든 類型 가운데 가장 심하다고 할 수 있다. 第5類型은 결말의 形式構成이 [結句+結末人事]의 구성을 보이는 [倒置型]이다. [書頭]의 [倒置型]과는 달리 상대에 대해 缺禮가 되지 않으며 출현빈도 또한 높게 나타난다. 따라서 類型의 名稱에 부여한 번호순서는 構成의 完成度만을 고려한 것이라 할 수 있다. This study tries to classify [Ending], targeting the Joseon Dynasty Hangul Ganchal(old typed letters in Korean). Below is a summary of the discussion result. The composition form of [Ending] is consist of [Ending Expression+ message+Conclusion+Draw-up date+Signature+Postscript]. Again, the composition form is divided into content element(Ending Expression, Message, Conclusion, Postscript) and form element(Draw-up date, Signature). Content element is also subdivided into core element(Ending Expression, Conclusion) and surplus element(Message, Postscript). The semantic composition of [Ending Expression] is divided into [Praying type](praying a well and health of addressee) and [Request type](asking to addressee live well and healthy). [Praying type] is mostly used for Jonbigan(to junior, from elder) Ganchal, [Request type] is uesd for Bijongan(to elder, from junior) Ganchal. The semantic composition of [Conclusion] is suggested as folow If you analyse by stages. By analysing in [Premise+Aspect] at 1st step and shaping up [Premise] as [Remained coment], [Aspect] as [Cause+Stop writing] at 2nd step, the semantic composition of [Conclusion] could be consist of [Remained comment+Cause+Stop writing] We examined conventionalizing process around [Conclusion]. The conventionalizing of expression starts from the gap between surface meaning and deep meaning. I identified that it emerged from passing through abbreviating and combination of the [Remained comment] and [Cause], which is the element of [Conclusion]. The type of [Ending] could be devided by five. The 1st type is a [Fixed type] that shows [Ending expression+Conclusion] composition, and [completion] that has all core elements. The 2nd type is in case that the composition form of [Ending] is [Fixed type] and is only consist of [conclusion] without [Ending expression], which is the core element. It is mostly appeared in Jonbigan Ganchal, which does not have to have polite to addressee, it is more polite than the 3rd and 4th types. The 3rd type is in case that the composition form of [Ending] is [Fixed type] and is only consist of [Ending expression] without [conclusion], which is the core element. It is mostly appeared in Jonbigan Ganchal, it is more polite than the 4th types. The 4th type is in case that the whole composition form of [Ending] is omitted. It is mostly appeared in Jonbigan Ganchal, it is most rude of all types. The 5th type is [Inversion type] that shows [Conclusion+Ending Expression] composition in the composition form of ending. Unlike [Inversion type] of [Begging], it is no discourtesy to the other side, appearance frequency is also high. So, talking broadly, the order of number that give to the name of type is only considered the completion of composition.

‘혈액의 관찰’ 탐구 보고서에서 드러난 학생의 관찰 결과 기술 및 결론 도출의 특성

이민주 ( Minjoo Lee ),장은영 ( Eun-young Jang ) 한국생물교육학회 2021 생물교육 Vol.49 No.3

There is a growing importance of science learning based on the inquiry and the student’s experience of inquiry. Experiment with observation is one of the fundamental way of school inquiry and it also resembles the practice of scientists. This study explored the characteristics of the students’ description on the observation results and the conclusion drawing in the ‘observation of blood’ experiment in secondary school. Based on the method of qualitative case study, data from the students’ reports were collected and analyzed inductively. For better understanding of the data, we also analyzed the frequency of each category, too. Research findings show that students’ characteristics of description on their observation of the blood were categorized into three types; simple statement, observation statement, and observation and scientific reasoning. The characteristics of students’ conclusion drawing were also categorized into three types. They were simple conclusion, combination of observed data, and scientific reasoning based on the evidence. The most frequently occurred types were qualitative description of the observation and conclusions consisted with mere combination of the results. These findings suggest that there should be more scaffolds and educational efforts to enhance students’ inquiry practice specifically focused on the well balanced observation and scientific reasoning.

중학교 과학 영재의 탐구 보고서에 나타난 관찰 및 결론 도출의 특징 분석

양소련(Yang, Soryeon),최원호(Choi, Wonho) 서원대학교 사범대학 부설 교육연구소 2021 교육발전 Vol.41 No.1

본 연구의 목적은 중학교 과학 영재의 탐구 보고서에 나타난 관찰 및 결론 도출의 특징을 분석하는 것이다. 이를 위해 중학교 과학 영재 43명이 작성한 탐구 보고서에 나타난 관찰 및 결론 도출 관련 진술들을 분석하였다. 분석 결과, 과학 영재들의 탐구 보고서에 나타난 관찰 관련 진술은 대부분 단순 관찰에 해당했고, 관찰의 의미를 잘 이해하지 못하고 관찰 외의 내용을 진술하는 학생들이 많았다. 결론 도출 관련 진술에서는 결론 작성 방법에 대한 이해가 부족한 학생들이 많았고, 탐구 활동의 학습 목표에 대한 이해가 부족한 상태로 결론을 진술하거나 자신의 생각을 글로 잘 표현하지 못하는 학생들이 많았다. 과학 탐구 활동은 과학 영재 교육 목표 달성에서 중요한 학습 방법이라는 점에서 과학 영재들의 효과적인 탐구 활동 수행을 위해 탐구의 의미에 대한 이해와 더불어 자신의 생각을 글로 체계적으로 작성할 수 있게 하기 위한 교수 학습 노력이 필요할 것으로 보인다. In this study, we analyzed the ability of observations and conclusion drawings shown in an inquiry report of 43 gifted science students in middle school. Most of the observation statements shown in the inquiry report of science gifted students were simple observations, and many students did not understand the meaning of observations and made statements other than observations. In the arguments and evidence statements of conclusions, there were many students who lacked an understanding of how to draw up conclusions, and there were many students who were not able to state conclusions or express their thoughts in writing due to a lack of understanding of the learning goals of inquiry activities in which students participated. Since science inquiry activity is an important learning method in achieving science gifted education goals, it is necessary to understand the meaning of inquiry function and to systematically write their own thoughts in order to conduct effective inquiry activities of science gifted students.

인공지능 챗봇 관련 국내 연구 동향 및 챗봇 활용 현황 분석: 과학 교육에서의 활용을 위한 시사점을 중심으로

장진아,박준형,박지선 학습자중심교과교육학회 2021 학습자중심교과교육연구 Vol.21 No.13

Objectives The purpose of this study is to analyze the trends of educational research related to Artificial Intelligence (AI) chatbot, and to draw implications for use in science education. Methods To this end, a total of 53 studies conducted from 2016 to 2021 were investigated in terms of research topics and areas and the directions of using chatbot, such as learning subjects, language, and platforms. We also drew the major issues for educational use of chatbot. Results As a result, chatbots have been mainly used in English education, however, have been expanding to other education fields from 2019. Overall, most studies focused on developing and applying chatbot-based activities practically mainly for elementary school students and college students. For using chatbot effectively, it is essential to consider the technical features and roles of the chatbot along with learning goals and students’ characteristics. Despite various technical limitations of the existing chatbots, their effectiveness has been reported in various educational contexts such as individualized learning and process-oriented evaluation. Conclusions Based on the results, practical ways and development direction for using chatbots in science inquiry activities and concept learning were proposed. 목적 이 연구의 목적은 인공지능 챗봇과 관련한 국내 교육 연구 동향을 분석하고, 과학 교육에서의 활용을 위한 시사점을 도출하는것이다. 방법 이를 위하여 2016년부터 2021년까지 챗봇의 교육적 활용에 대해 연구한 53편의 논문들의 연구 분야, 연구 주제 및 방법, 그리고 챗봇의 활용 대상, 활용 언어, 활용 플랫폼 현황을 조사하고, 챗봇의 교육적 활용을 위한 주요 쟁점들을 귀납적으로 범주화하여 분석하였다. 결과 분석 결과, 챗봇은 지금까지 영어 교육 분야를 중심으로 활용되어왔으나, 2019년부터 다른 교육 분야로 확장되고 있었다. 전반적으로 챗봇을 활용한 교육 활동을 개발하고, 이를 적용한 실천적인 연구들이 초등학생이나 대학생을 대상으로 많이 이루어졌다. 챗봇을 활용하기 위해서는 개발 과정에서 챗봇의 기술적 특징을 학습 목표, 학습자의 특성과 함께 종합적으로 고려해야 했다. 챗봇의여러 기술적 한계에도 불구하고 개별화 학습, 과정 중심 평가 등 여러 맥락에 활용되어 그 효과가 보고되어 왔다. 결론 이러한 분석 결과를 토대로, 과학 탐구 활동과 개념 학습에서 챗봇을 활용하기 위한 실천 방안 및 발전 방향을 제안하였다.