표기형 선택 경험을 중심으로 한 표기 의식 고양 교육 내용 연구

이주영 ( Ju-young Lee ) 서울대학교 국어교육과 2018 선청어문 Vol.45 No.-

The purpose of this study is to draw up the contents of grammar education to enhance ‘spelling awareness(language awareness about spelling)’ of middle school learners. Conventional orthographic education has been associated with ‘writing correctly and accurately’ or ‘understanding the norm of the written language’, but since it focused on consequential accuracy, there was a lack of attention in the judgment process of learners. The experiences are necessary for the learners to connect knowledges and to think grammatically within orthographic education, and that middle school learners who experienced this ‘maximization of experience’ can mostly achieve ‘growth of linguistic subject in terms of accuracy.’ To this end, the subject of this study is learners in the third year of middle school that can be considered to generally have experience in all orthographic education provided at the middle school level. I want to establish educational contents to provide learners with the experience of ‘grammaring’ in orthographic education, through analyzing their awareness shown in the process in which the learners are selecting orthographic forms in various aspects. First, Chapter II set the definition of ‘spelling awareness’ in this study based on the concept of ‘language awareness’. This study defines it as ‘conscious perception and knowing of language and orthographic behaviors of the linguistic subject in the act of spelling.’ This has the characteristic of metacognition for orthography and the characteristic of problem-solving process for actual orthographic forms, and it is also a broad concept that embraces not only knowledge in orthography but also grammatical awareness and attitude. Next, this study explored the specific process in which spelling awareness is actualized. spelling awareness occurs in the process of selecting a specific orthographic form, which, as mentioned above, is characterized by the process of problem solving. As a result of examining the ‘process of selecting orthographic forms’ by experts through interviews, this study could divide the process into the following steps: ‘judging the orthographic context- polishing options- selecting the option by analyzing options- verifying the selection results.’ These steps can be used to expand the vertical experience of learners. Furthermore, this study explored the factors that affect the process in which spelling awareness is actualized. Three dimensions of factors were established based on studies related to taxonomy of educational objectives or inquiry learning of grammar, as well as data from interviews with experts. The three factors are ‘knowledge,’ ‘cognitive process’ and ‘options,’ and they are then divided into sub-factors. These can be used to expand the horizontal experience of learners. Chapter III analyzed the spelling awareness patterns of learners based on the process and factors established above. Two surveys are conducted on learners in the third year of middle school, and data was collected by interviewing learners that showed distinctive features as a result of the surveys. First, in the ‘process of selecting the orthographic form,’ it was found that two criteria - accuracy and appropriacy - have an effect on the process in which learners judge the orthographic context, that their act of polishing options is poor, and that the selection of the orthographic context is one-sided and does not undergo the verification step. With regard to ‘options’, it was found that learners tended not to think systematically as they did not focus on options that were candidates for selection, thereby narrowing the scope in which knowledge combines with the cognitive process. With regard to ‘knowledge,’ it was discovered that learners made judgments based mostly on empirical knowledge and lacked connection among knowledge, and that there were many deficiencies and errors in knowledge. In particular, it was found that measures must be taken for education on orthographic principles. With regard to ‘cognitive process,’ learners tended to depend mostly on intuition, used the cognitive process fragmentarily, and used each cognitive process non-strategically. Based on these patterns, Chapter IV selected the contents of education and set the direction of organization. First, in terms of knowledge, detailed contents of knowledge were drawn up, which require more details and improvement. In terms of systemization, types of knowledge that need to be linked were presented. As for the cognitive process, it was found that it is necessary to provide experience of multilateral thinking and strategic thinking as the content of education, which can be implemented in two methods of activity considering the tendency of combination with knowledge. Lastly, it is necessary to secure authenticity by providing the experience of selecting the orthographic form as the content of education, expand vertical and horizontal experience, and provide education on attitudes in terms of accuracy and appropriacy. Moreover, this study presented actual cases of implementing each content of education by focusing on knowledge, cognitive process and experience of selecting orthographic forms. This study has significance in that it approached orthographic education, which had been focused on consequential accuracy or understanding the norm of the written language, in the perspective of the linguistic subject’s awareness. Learners will be able to make a habit of thinking grammatically through the cognitive experience in various aspects and actively approach spelling in life.

신교육목표분류학의 틀에서 본 구강보건교육학 목표 분석

최규일 ( Gyu Yil Choi ),최병욱 ( Byung Ok Choi ) 한국치위생과학회 2012 치위생과학회지 Vol.12 No.3

This study examined in what category that the knowledge dimension and the cognitive processes dimension are described based on ``A revision o Bloom``s taxonomy of educational objectives`` in oral health education textbooks. Oral health education and practice from Educational Objectives of Dental Hygiene Department(Korea dental hygienist Prof Council, 2009) were selected to analyze a textbook, the body contents was analyzed in the knowledge dimension, and the activity was analyzed in cognitive processes dimension. Three experts were selected as a corder for reliable analysis. As a result of this study, the knowledge dimension in oral health education textbook was focused on the categories of factual knowledge and conceptual knowledge in textbook analysis based on ``A revision of Bloom``s taxonomy of educational objectives``, and the category dimension of ``understand`` showed to be the most for the cognitive processes dimension. Moreover, there was no ``meta cognitive knowledge`` that conforms to a higher-order thinking and the category dimensions of ``analyze``, ``evaluate``, and ``create`` took very low proportion or did not exist. Conclusion, Oral health education textbooks were analyzed to fragmentary and Memorizing the level knowledge. Thus we have to develop oral health education textbooks reflected a variety of cognitive and knowledge dimension.

CSCL에서 WOE의 유형이 지식 공유 과정에 미치는 영향

정효정 ( Hyojung Jung ),김동식 ( Dongsik Kim ) 한국교육공학회 2006 교육공학연구 Vol.22 No.3

The purpose of this study is to examine the effects of the Worked-Out Example(WOE) types on the knowledge sharing process in Computer Supported Collaborative Learning(CSCL). This research takes WOE as a meaningful factor of a supporting strategy for facilitating the collaborative activities in CSCL environment. In spite of different points of view on WOE from previous studies - converging mostly on the individual learning, this study takes the WOE as an essential factor for collaborative learning. From the assumptions above, the major research questions are as follows: what different results come out in knowledge sharing when task-related activity and collaboration-related activity are provided? 28 undergraduates were sampled, and provided with two different WOEs. CmapTools are supported, helping to construct the concept map and sharing it together. After data collection, three standpoints are explored for data analysis of knowledge sharing: the learner`s interaction, the process of constructing concept map, and cognitive load. This analysis process was done with the following process. First, the number of learner`s interactive messages, the rate of participation, and sharing messages are taken to analyze the leaners` interaction. Second, three patterns -the duplicated pattern, the blended pattern, and the created pattern- are identified from the analysis of knowledge sharing process. And the number of this pattern appearance was measured. Third, the level of cognitive load was measured by cognitive load survey test. The results of this study are as follows: Two types of WOE bring significant different effects on knowledge sharing process. One of types, collaboration-supporting WOE, draws out the increase of learner`s inter-participation and knowledge sharing activities. Partially the collaboration-supporting WOE group shows its interaction for concept fixation that lead to the shared concept constructions. And they showed the blended pattern, or the created pattern rather than the duplicated pattern. Besides, As a result of collaboration-supporting WOE seems to be lower cognitive load level than the other group. This means that collaboration-supporting WOE reduced learners` cognitive load, bringing them to concentrated on knowledge sharing activity. In conclusion, the collaboration-supporting WOE could trigger the level of interaction for meaningful knowledge sharing process.

Bloom의 신교육목표 분류 체계에 기초한 학문 목적 한국어 쓰기 교수-학습 활동 분석 연구

장미정 ( Jang Mijung ) 한성대학교 한성어문학회 2019 한성어문학 Vol.41 No.-

The purpose of this study is to analyze the teaching-learning activities provided in Korean writing education for academic purposes and to reveal what dimension of teaching-learning activities is provided at the knowledge dimension and the cognitive process dimension. Thirty-four studies were selected for analysis, and they stated that the results of education were significant among the preceding studies on Korean writing for academic purposes. In each study, the teaching-learning activities were extracted, organized, and analyzed based on Bloom’s revised taxonomy of educational objectives. As a result of the analysis, the teaching-learning activities in Korean writing education were provided in the order of procedural knowledge, conceptual knowledge, and meta-cognitive knowledge. When each knowledge was analyzed at the cognitive process dimension, conceptual knowledge provided many activities related to understanding and remembering. Procedural knowledge was the most part of the understanding activity in the cognitive process, and the activities related to applying, analyzing, evaluating, and creating were provided evenly. Meta-cognitive knowledge also provided many activities related to remembering, evaluating, and understanding in the cognitive process dimension. Through the analysis of the teaching-learning activities of Korean writing for academic purposes, it proposed that an attempt should be made to develop and provide more teaching-learning activities of meta-cognitive knowledge in a reality wherein self-directed learning is being emphasized. In addition, given the diversity of learners’ variations in the teaching field, it will be necessary to develop teachinglearning activities at various dimensions of the cognitive process rather than focusing on the specific cognitive process dimension.

Transformation Process of Content Knowledge through Authoring Hypertext

Jeeheon Ryu 한국교육방법학회 2004 교육방법연구 Vol.16 No.2

This study was a follow-up research of the Model Initiation stage, which had been conducted to build an initial model of cognitive model in authoring hypertext. The purpose of present study was to elaborate the initial model of cognitive process of the Model Initiation stage. This study identified further findings of the transformation process of content knowledge when learner applies prior knowledge in the authoring process to construct a hypertext. Five cognitive processes and components were identified: 1) content knowledge, 2) trade-off between authoring goal and tool, 3) internal modification of content knowledge, 4) external representation, and 5) instructional knowledge. It was observed that the trade-off between authoring goal and tool play a crucial role to determine the direction of knowledge transformation. Specifically, authoring goal significantly affected internal modification of content knowledge, and the functions of authoring tool affected external representation.

연장된 지식이 가능한가?

고인석 서강대학교 철학연구소 2018 철학논집 Vol.52 No.-

연장된 지식은 가능한가? 이 논문은 Clark & Chalmers 1998에 담긴 연장된 정신 논의의 적정한 함의를 탐구하는 시도의 일환으로, 연장된 지식이 가능한지를 따진다. 클락과 찰머스의 논문에 등장하는 오토가 그의 노트를 펼치기도 전에 미술관의 위치를 알고 있었다고 보는 것이 옳은가? 또 Bjerring & Pedersen 2014 에 묘사된 로네가 그녀의 컴퓨터에 저장된 방대한 지식을 가지고 있다고 인정하는것은 어떠한가? 이 논문은 이런 물음들에 대한 긍정의 대답이 지니는 문제점들을 분석함으로써, 연장된 정신 논제의 핵심 취지를 수용하더라도 문제의 상황에서 연장된 지식을 인정하는 것이 적절하지 않다는 평가를 도출한다. 비판의 주안점은 두 가지다. (1) 인식적 상황의 평가를 위한 분석이 적절한 해상도를 구현해야 한다는 것; (2) 누군가가 어떤 지식을 가졌다고 인정하기 위해서는 해당 주체가 지불한 유관한 인식적 비용이 있어야 하고, 인정의 기준은 지식의 평가에 관한 사회의 일반관행과 부합해야 한다는 것. 이런 관점에서 이 논문은 외부 세계에 연장된 방식으로 실현되는 인지적 과정과 달리 앎이라는 인지적 상태는 외부 자원에 연장되지 않는다고 결론 내린다. Is extended knowledge possible? This paper examines, whether extended knowledge is possible. This is an attempt to evaluate the boundary of proper implications of the extended mind thesis originated from Clark & Chalmers 1998. Is it right to see that Otto Clark and Chalmers’ paper knew the location of the MoMA before his notebook was opened? Shall we admit that Lone, as described in Bjerring & Pedersen 2014, has the vast amount of knowledge? This paper analyzes the problems we meet when we choose the positive answers to these questions. It thereby derives an evaluation that it is not reasonable to recognize extended knowledge even if we accommodate the core tenets of the extended mind thesis. The criticism is twofold. (1) The analysis of the cognitive situations should implement adequate resolution; (2) To acknowledge that someone has certain knowledge, there must be relevant cognitive cost paid by the subject, and the criteria of recognition must be consistent with the general social practice of evaluation about knowledge. In this sense, this paper concludes that, in contrast to cognitive processes that are realized in an extended way to the external world, cognitive state of knowing is not extended to external resources.

제7차 초,중등 생물 교육과정의 수업 목표 분석 : Bloom의 신 교육목표분류학에 기초하여

이혜숙,김영신 韓國生物敎育學會 2008 생물교육 Vol.36 No.1

This study was conducted with the aim of classifying the instructional objectives stated in elementary, middle, and high school biology guidebooks for teachers based on Bloom's revised taxonomy table, and of seeing how the objectives of biology classes was thus categorized by grade level. The classification of the instructional objectives of biology classes based on the new taxonomy table was also examined in the study. A total of 1,743 biology objectives of third- to tenth-grade science textbooks and eleventh-grade biology textbooks were classified based on Bloom's revised taxonomy table. The results showed that the instructional objectives of biology classes disproportionately emphasized some of the knowledge and cognitive-process dimensions. 73.5% of the elementary, 84.0% of the middle school, and 97.3% of the high school biology instructional objectives fell under the two categories of "factual knowledge" and "conceptual knowledge". The percentages of the instructional objectives that were categorized as remembering and understanding were 82.5% for the elementary instructional objectives, 86.4% for the middle school objectives, and 98.6% for the high school objectives. In comparison, the percentages of the biology instructional objectives that require higher-order thinking skills (e.g., analyzing, evaluating, and creating) were relatively low. The statements of the instructional objectives specified in biology classes lacked consistency. In the dimension of knowledge, while the percentages of factual and conceptual knowledge were very high in all the school years, those of procedural and metacognitive knowledge were low. The percentages of procedural and metacognitive knowledge were 26.5% for elementary, 16.0% for middle school, and 2.7% for high school. In the cognitive-process dimension, the statements of the instructional objectives of the elementary and middle school classes had some consistency, but those of the high school classes had none.

뉴스 미디어별 노출정도가 정치지식과 인지복합성, 개인의 정보처리에 미치는 영향

민정식 ( Jeong Sik Min ) 한국지역언론학회 2011 언론과학연구 Vol.11 No.3

The goal of this study is to examine the effect of news media exposure to political knowledge, cognitive complexity and schema-driven information process. As a result, newspaper exposure level effects on shaping of political knowledge and cognitive complexity. Internet news exposure level related to cognitive complexity shows negative effect while shows positive effect with schema-driven information process. Schema-driven information process means distorted and stereotyped information process. Cognitive complexity is relates to multi-lateral, integrated, flexible information process. Difference in cognitive information process caused by news media use shows great implication on cultivating matured sense of civilization and deliberating democracy.

Bloom의 신교육목표분류체계를 활용한 2015 개정 여행지리 교육과정 성취기준의 인지적 영역 분석

박진영,이보영 한국지리환경교육학회 2024 한국지리환경교육학회지 Vol.32 No.1

The purpose of this study is to develop higher-order knowledge by analyzing the achievement standards of travel geography of the 2015 revised curriculum at the level of knowledge and cognitive process, which are cognitive domain, using Bloom’s revised taxonomy of educational objectives. Analysis results are as follows; first, ‘metacognitive knowledge’ is the highest and ‘procedural knowledge’ is the lowest in terms of knowledge dimension. Second, in terms of cognitive process, ‘to analyze’, ‘remember’, and ‘understand’ appear high, but ‘to evaluate’, ‘create’, and ‘apply’ appear low. Third, the way of combining the knowledge dimension and the cognitive process dimension is combined in various ways, but the distribution style is concentrated and distributed in either side. Educational consensus on achievement-based vocabulary and clear standards for educational verbs are required.

Bloom의 신교육목표분류체계를 활용한 2015 여행지리 평가기준의 인지적 특성 분석

박진영,이보영 한국지리환경교육학회 2025 한국지리환경교육학회지 Vol.33 No.1

본 연구의 목적은 2015 개정 여행지리 교육과정 평가기준의 지식 및 인지과정 수준의 특성 분석이다. 이를 위해 Bloom의신교육목표분류체계를 활용하여 평가기준 ‘상/중/하’의 인지적 영역에서 나타난 고차 사고력의 특징을 지식 차원과 인지과정차원으로 나누어 분석하였다. 분석 결과 첫째, 지식 차원에서는 각 단원은 단원의 성격을 어느 정도 반영하고 있으나 전 단원에걸쳐 ‘절차적 지식’의 비율이 낮아 저차적 지식에서 고차적 지식으로 넘어가는 연결고리에 문제가 있었다. 둘째, 인지과정 차원에서도 인식의 계열성에 문제가 있었다. ‘상/중/하’ 모두 저차적 인지과정인 ‘이해하다’가 가장 높게 나타났다. 또한 저차적 인지과정에서 고차적 인지과정으로 이어지는 ‘적용하다’의 비율은 극히 낮게 나타났다. 결론적으로 2015 개정 교육과정 여행지리 평가기준은 지식 및 인지과정 차원에서 위계적 연결성, 지식의 누적성에 따른 고차적 사고력의 성장 과정을 고려할 필요가 있다. This study aims to analyze the evaluation standards of the 2015 revised travel geography curriculum. For this purpose, Bloom’s revised taxonomy was used to analyze the characteristics of higher-order thinking skills shown in the cognitive domain of ‘high/middle/low’ evaluation criteria. Analysis results are as follows. First, although the knowledge dimension is reflected in the character of each unit, there is a problem with the link from low-order knowledge dimensions to higher-order knowledge because of the low rate of ‘procedural knowledge’ in all units. Second, there is also a problem with the sequence of perception in the cognitive process. One of the lower-order cognitive skills, like ‘understand’, presents the highest among the ‘high/middle/low’ level. Additionally, the ‘apply’ skill, which should bridge lower and higher-order cognitive skills, showed notably low representation at the medium level. In conclusion, the 2015 revised travel geography evaluation standards need to consider the development process of higher-order thinking skills according to hierarchical connectivity and accumulation of knowledge at the level of knowledge and cognitive processes.