한국 임상연구코디네이터의 담당업무와 시험자가 인식하는 적절업무

정인숙 대한임상약리학회 2011 Translational and Clinical Pharmacology Vol.19 No.2

Background: This study was aimed to investigate current tasks done by clinical research coordinators (CRCs) and appropriate tasks of CRCs perceived by investigators, and to classify tasks for CRCs into four categories such as standard, recommended, considered and limited tasks. Methods: The participants were 533 CRCs and 114 investigators who have employed CRCs. Data were collected with self-administrated questionnaire including general characteristics and 32 possible tasks of CRCs from August to November, 2010. Data was analyzed using SPSS win (version 18.0) with descriptive statistics. Results: There were 24 tasks being done by more than half of CRCs, and 15 tasks by more than 75 % of CRCs among 32 possible tasks. The most common task done by CRCs was 'collecting data based on the protocol' and the next was 'scheduling of subjects'. More than half of investigators perceived that all tasks but budgeting appropriate to be done by CRCs, and 18 tasks by more than 75 % of investigators. 13 tasks were classified as standard tasks, 14 as recommended tasks, four as considered tasks, and one as limited task. Conclusion: Standard and recommended tasks for CRCs in Korea have been drawn based on the current tasks done by CRCs and appropriate tasks of CRCs perceived by investigators. It is recommended that investigators utilize this results when they delegate tasks to CRCs and appropriate educational programs could be provided so that CRCs perform standard and recommended tasks proficiently.

MiC 교과서의 과제에 대한 인지적 요구 수준 탐색 -`자료 분석과 확률` 영역을 중심으로-

황혜정 ( Hwang Hye Jeang ),정지혜 ( Jeong Ji Hye ) 한국수학교육학회 2017 수학교육논문집 Vol.31 No.1

Mathematical tasks in general introduce and deal with real-life situations, and they derive to students` thinking fluently in solving the given tasks. The tasks might be considered as an important and significant factor to lead a successful mathematical teaching and learning situation. MiC Textbook is a representative one showing such good examples and tasks. This study explores concretely and in detail the cognitive demand level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study is to reconstruct more elaborately the analysis framework developed by Hwang and Park in 2013. The framework basically was set up utilizing `the cognitive demand level` suggested by Stein, et, al. The cognitive demand level is divided into two levels such as low level and high level. The low level is comprized of two elements such as Memorization Tasks(MT), Procedures Without Connections Tasks(PNCT), and high level is Procedures With Connections Tasks(PWCT), and Doing Mathematics Tasks(DMT). This study deals with the tasks on the area of `data analysis and statistics` in MiC 1, 2, 3 level Textbook. As a result, mathematical tasks of MiC Textbook led learners to deal with and understand mathematical content for themselves, and furthermore to do leading roles for checking and reinforcing the content. Also, mathematical tasks of MiC Textbook are comprized of the tasks suitable to enhance mathematical thinking ability through communication. In addition, mathematical tasks of MiC Textbook tend to offer more learning opportunity to learners` themselves while the level of MiC Textbook is going up.

유치원 유형에 따른 영양(교)사의 필수 업무 및 위임 가능 업무 비교·분석

경민숙 ( Min Sook Kyung ),신유리 ( Yu Lee Shin ),함선옥 ( Sunny Ham ) 대한영양사협회 2021 대한영양사협회 학술지 Vol.27 No.4

The purpose of this study was to compare differences between essential tasks and delegable tasks among public kindergarten dietitians. A survey study was conducted through a self-administered online method from November 18 to December 28, 2019. The survey consisted of essential tasks and delegable tasks, including 6 Duties, 25 Tasks, and 94 Task Elements. The survey was distributed to a sample of 500 kindergartens in Korea, after excluding incomplete surveys and outliers, and a total of 224 responses were used for the analysis. Descriptive statistics were used to compare essential tasks and delegable tasks. The results show that ‘Duty A. Nutrition Management’, ‘Duty B. Foodservice Management Practices’, ‘Duty C. Hygiene management of kindergarten foodservice’, ‘Duty D. Nutrition-Diet Education and counseling’, and ‘Duty F. Professionalism Enhancement’ were recognized as essential tasks to be performed by kindergarten dietitians. All 16 tasks elements (100.0%) in ‘Duty E. Managing snacks during semesters, and lunch/snack during breaks’ were identified as delegable tasks. In conclusion, most tasks were recognized as essential tasks to be performed by kindergarten dietitians. On the other hand, ‘Duty E. Managing Snacks during semesters, and lunch/snack during breaks’ was considered a delegable task by public-attached kindergarten dietitians. It is recommended that public-attached kindergartens should consider additional workforce related to ‘Duty E’. This study is expected to offer basic data on laws and regulations about the duties of kindergarten dietitians.

프로그래밍 학습 과제의 인지적 역량 요구 수준 분석 프레임워크의 개발 및 적용

이다겸,김윤정,이영준 한국컴퓨터교육학회 2025 컴퓨터교육학회 논문지 Vol.28 No.3

정보 교과는 학생들의 컴퓨팅 사고력(Computational Thinking)으로 대표되는 인지적 역량과 문제 해결 역량을 기르는 것을 목표로 하며, 특히 프로그래밍 교육은 컴퓨팅 사고력을 기르는 데 필수적인 영역이다. 그러나 프로그래밍 학습 과제가 컴퓨팅 사고력을 향상하는 데 적합한 수준과 요소를 지니고 있는지 체계적으로 분석하고 개발하는 연구는 부족하다. 본 연구는프로그래밍 과제의 인지적 수준 및 요소를 분석하기 위해 Stein 외(2009)의 프레임워크를 수정하여 프로그래밍 과제의 인지적 수준 분석 프레임워크를 개발하였다. 과제 수준은 기억하기과제(M), 연계성 없는 절차 과제(PNC), 연계성 있는 절차 과제(PWC), 프로그래밍 행하기 과제(DP) 총 4수준으로 분류되며 11명의 정보 교육 전문가를 통해 내용 타당도 검증을 수행하였다. 검증된 프레임워크로 2022 개정 중학교 정보 교과서 10종에서 제공하는 프로그래밍 과제를 분석하였고 10종 교과서 중 5종에 제시된 과제의 수준이 하나의 수준에 치우쳐 제시되었다. 또한, 성취기준별 과제 수는 최대 3.5개로, 프레임워크에서 제시한 네 가지 수준을 달성하기에부족하였다. 교과서별 과제 수준의 흐름을 분석한 결과 일부 교과서는 높은 수준의 과제에서인지적 격하 현상이 일어나 과제 간 수준이 크게 변동하거나 낮은 수준에 치중되어 있었다. 학습자의 컴퓨팅 사고력을 효과적으로 향상하기 위해 성취기준 수준별 과제가 1개 이상은 제시되어야 하며, 과제 구성의 일관성과 체계성을 위해 인지적 수준이 점진적으로 증가하도록 구성하고 인지적 격하 현상을 막기 위한 교수법 연구 및 교사전문성 향상 방안이 필요하다. The informatics curriculum aims to develop students' computational thinking (CT) and problem-solving skills, with programming education playing a crucial role. However, research on systematically analyzing and developing programming tasks suitable for enhancing CT remains limited. This study modifies Stein et al.'s (2009) framework to develop a Cognitive Level Analysis Framework for Programming Tasks, categorizing tasks into four levels: Memory Tasks (M), Procedures Tasks without Connections (PNC), Procedures Tasks with Connections (PWC), and Doing Programming Tasks (DP). Content validity was verified by 11 experts. Using this framework, programming tasks from ten middle school informatics textbooks (2022 revision) were analyzed. Results show that five textbooks presented tasks skewed toward certain level, and the number of tasks per achievement standard was insufficient to cover all four levels. Additionally, some textbooks exhibited cognitive demand decline, with abrupt variations in task levels or a focus on lower levels. To enhance students' CT effectively, each achievement standard should include at least one task per level, with tasks structured to gradually increase in cognitive complexity. Further research on teaching methods and teacher training is needed to prevent cognitive demand decline in programming tasks.

MiC 교과서의 수학적 과제의 인지적 요구 정도 분석 -함수 내용을 중심으로-

황혜정 ( Hye Jeang Hwang ),박현파 ( Hyun Pa Park ) 한국수학교육학회 2013 수학교육논문집 Vol.27 No.4

Instructional materials including problem situations or problems or tasks on real-life situations are considered as an important and significant factor to lead a successful math instruction. MiC Textbook is a representative one showing good examples and tasks including fluent realistic situations on the basis of the background of the Freudenthal`s theory. This study explores concretely and in detail the type of level of mathematical tasks, by the subject of MiC Textbook. To accomplish this, this study reconstructs and establishes an elaborated analysis framework using ``the cognitive demand level`` suggested by Stein, et, al. The cognitive demand level is comprized of four elements such as Memorization Tasks, Procedures Without Connections Tasks, Procedures With Connections Tasks, and Doing Mathematics Tasks. Memorization Tasks and Procedures Without Connections Tasks are considered as low level tasks,and Procedures With Connections Tasks and Doing Mathematics Tasks are as high level tasks. MiC Textbook is comprized of the four areas of ``number``, ``algebra``, ``geometry and measurement``, and ``data analysis and statistics``. This study deals with the tasks relevant to Function content dealt with in MiC 3 level Textbook, and explore the level of cognitive demands on each task.

실어증 환자의 단기기억 및 작업기억용량과 실어증 중증도 및 문장처리와의 상관

성지은(Jee Eun Sung) 한국언어청각임상학회 2010 Communication Sciences and Disorders Vol.15 No.3

배경 및 목적: 실어증 환자들의 단기기억(short-term memory) 및 작업기억용량(working memory capacity)의 개인차에 따른 실어증 중증도 및 문장처리능력 차이에 관한 연구가 주목을 받고 있다. 하지만, 정상인을 대상으로 개발된 산출을 기반으로 하는 기억기제 평가방법을 실어증 환자들에게 직접적으로 적용하는 데는 다양한 문제가 제기될 수 있다. 따라서 본 연구에서는 기존에 사용되던 단기 및 작업기억과제(Martin, Kohen & Kalinyak-Fliszar, 2008)를 지시하기폭과제(pointing span task)로 변형한 후, 숫자 및 단어로 자극 양상을 조절하여 과제별 수행력 차이를 살펴보았으며, 기억과제들과 실어증 중증도 및 문장처리 능력에 관한 상관관계를 분석하였다. 방법: 대상자는 영어를 모국어로 사용하는 실어증 환자 20명과 정상 노인 30명이다. 단기기억과제로는 숫자 및 단어 바로 따라지시하기 과제가 사용되었으며, 작업기억과제로는 숫자 및 단어 거꾸로 따라지시하기 과제를 사용하였다. 실어증 중증도는 Porch Index of Communicative Ability(PICA)를 통해 평가되었으며, 문장처리능력은 Computerized Revised Token Test(CRTT)를 사용하여 살펴보았다. 결과: 두 집단 모두 단기기억과제에 비해 작업기억과제에서 더 낮은 수행력을 보였으며, 숫자에 비해 단어에서 더 어려움을 보였다. 두 집단 간의 차이가 가장 크게 나타나는 과제는 숫자 거꾸로 따라지시하기 과제였다. 주성분 분석 결과에 따르면, 네 가지 기억과제는 하나의 공통적인 성분으로 추출될 수 있으며, 총분산의 80% 가량을 설명하는 것으로 나타났다. 논의 및 결론: 네 가지 기억과제의 공통적인 기제를 개념화하자면, 짧은 시간동안 정보를 저장하거나 조작하는 데 기여하는 인지적 기제라고 할 수 있다. 네 가지 기억과제 중, 실어증 중증도와 실어증 환자의 문장처리 수행력을 유의하게 예측한 변수는 숫자 바로 따라지시하기 과제였다. 작업기억용량이론에 바탕을 둔 결과 해석이 논의되었으며 한국어를 사용하는 실어증 환자를 위한 작업기억과제 개발에 대한 필요성도 제기되었다. Background & Objectives: Short-term memory and working memory capacities have gained considerable attention as underlying cognitive mechanisms, which may account for language processing difficulties in people with aphasia. However, there are limitations to the employment of short-term and working memory tasks for assessing normal cognitive processing in order to evaluate language-impaired clinical populations. The current study investigated 1) the performance differences between people with aphasia and normal elderly adults in short-term memory and working memory tasks when the stimuli modality was manipulated using digits and words and 2) how their performances on the memory tasks were related to aphasia severity and sentence processing. Methods: Twenty people with aphasia and 30 normal elderly adults participated in the present study. Digit forward and word forward span tasks served as short-term memory tasks, and digit backward and word backward span tasks served as working memory tasks. Porch Index of Communicative Ability (PICA) was used as a measure of language impairment severity, and the Computerized Revised Token Test (CRTT) was a measure of sentence processing. Results: Both groups showed greater difficulties in working memory tasks than short-term memory tasks and those involving words compared to those involving digits. The greatest group differences were found in the digit backward span task. Principal component analysis of four span tasks revealed that a one-factor solution accounted for approximately 80% of the total variance in both groups, indicating that the four span measures served as a unified index of the underlying memory-related cognitive mechanism that is responsible for maintaining and manipulating information. Among the four span measures, the digit forward task significantly predicted aphasia severity and sentence-processing abilities in people with aphasia. Discussion & Conclusion: Results were partially consistent with the working memory capacity theory. Korean versions of short-term and/or working memory span tasks need to be developed in order to investigate the underlying cognitive mechanisms responsible for language impairments in aphasia. (Korean Journal of Communication Disorders 2010;15;285-297)

초등학교 영어수업에서 개방형 과업의 구안과 적용

이승민(Seungmin Lee),김진영(Jinyoung Kim) 한국중원언어학회 2010 언어학연구 Vol.0 No.18

Task-based language teaching has increasingly attracted the worldwide attention of language researchers, curriculum developers, and language teachers. Tasks can provide a driving force for bringing together the various dimensions of language, communicative context, and the mental processes of individual learners that are key to learning. In terms of language teaching and learning, tasks are viewed as contents and activities that provide learners with authentic opportunities to develop communicative competence and problem solving skills. This study attempted to design open tasks and to apply them to elementary English classes. It examined some positive effects of open tasks compared to closed tasks in elementary English teaching and learning. Through this study, it is believed that tasks, especially open tasks can help elementary school students raise English communicative competence and problem solving skills. In addition, open tasks can affect a positive impact on students' affective domain such as their interest and confidence. There are theoretical grounds and empirical evidence for believing that tasks might be able to offer all the opportunities for successful language learning. In this perspective, further empirical research is needed.

취약점 기능군 강조부분 변화시키기를 통한 취약점 완성하기 과제가 인지부하, 학습전이, 교수효율성에 미치는 영향

최순리 ( Soonri Choi ),송지훈 ( Jihoon Song ) 한국교육공학회 2019 교육공학연구 Vol.35 No.3

This research verified the effects of the least-abled completion tasks instead of conventional whole tasks. Research questions identified whether the least-abled sets of completion tasks is effective on cognitive load, learning transfer, and instructional efficiency when learners with prior knowledge performs complex tasks. To examine the research questions, a quasi-experimental research was conducted. 32 participants in their first and second year of high school in Kangwon-do enrolled in the research. Subjects of the research were randomly assigned to one of two groups(Conventional tasks, The least-abled sets of completion tasks). All participants identified their least-abled sets of constituent skills through prior test, and both groups carried out learning process of the least-abled sets of constituent skills based on the results. However, controlled group carried out conventional tasks according to constituent skills. Experimental group carried out the least-abled sets of completion tasks. In order to analyze the results of cognitive load, learning transfer, and instructional efficiency, independent samples T-test was conducted. The results of analysis showed that the least-abled sets of completion tasks group showed significantly lower intrinsic cognitive load and higher germane cognitive load. In addition, the least-abled sets of completion tasks according to the prior test results suggested appropriate task difficulty.

중학교 3학년 영어교과서의 듣기과업 분석 연구

정은주 ( Eun Ju Jeong ) 글로벌영어교육학회 2006 Studies in English education Vol.11 No.2

The purpose of this study is to analyze whether the listening tasks found in English textbooks in Korea improve learner` listening comprehension skills from the perspective of a task-based approach. Out of thirteen English textbooks, the five most frequently used textbooks were selected and compared in the light of a task-based approach using the following three criteria: task types, task settings and task topics. This paper obtained the following results from the analysis of the listening tasks: First, the listening tasks are limited to such types of activities as direct or indirect inference, finding the main idea, and question and answer. Furthermore, approximately 89% of the listening tasks are mainly focused on top-down/ bottom-up processes, while only 11% of the listening tasks are interactive. Second, individual listening tasks by far outnumber group activities. The individual listening tasks have to be presented for more than 90% of the listening time, while both pair- and group- work could be done for less than 10% of the listening time. This means that the students should be provided with a much more time to do pair- and group- work activities. Finally, the most common topics of the listening tasks were individual activities, school life and social events. However, more challenging topics such as literature, arts, cultural understanding, politics and social problems were found to be lacking in the textbooks. It is suggested that learners be provided with more varied topics ranging from easier ones to more challenging ones.

한국어교육에서의 말하기 과제에 관한 연구 -말하기 과제의 개선 방향성 및 모형 제시를 중심으로-

김보은 한국국어교육학회 2017 새국어교육 Vol.0 No.110

최근 언어 교육은 실제 언어 사용 능력을 중요시하고, 특정 맥락이나 상황 속에서 적절한 언어 수행을 할 수 있도록 하는 데 초점이 있다. 이 연구는 최근의 언어 교육 현실에서 강조하고 있는 언어 사용 능력 향상과 관련하여 말하기 과제 개선에 대한 논의를 하고자 하였다. 특히, 학습자들의 적극적인 수업 참여와 능동적인 과제 수행을 이끌어 내고 교실 현장과 교실 밖에 일상생활에서 유창한 언어 사용을 촉진시킬 수 있도록 하는 과제 유형과 과제 수행 방법에 주안점을 두었다. 과제는 일상생활에서 접할 가능성이 높은 특정 맥락과 상황을 가정하여 의사소통 연습을 하는 수단으로써 교실 언어와 교실 밖 실제 생활의 언어를 매개하는 장치로써 중요한 기능을 한다. 따라서 이 연구는 대학 내 한국어교육 기관에서 사용하고 있는 한국어 중급 교재에서의 말하기 과제 유형과 과제 수행 방법을 분석하고 고찰함으로써 한국어 교재 및 한국어교육에서의 말하기 과제 개선 방향을 논의하고 그 방향에 맞는 과제를 제안하고자 한다. 이상의 연구는 말하기 과제의 연구 영역을 좀 더 넓히고 다양한 관점에서 말하기 과제 유형과 과제 수행에 관한 연구들이 지속되어야 한다는 근거를 마련해주는 데 의의가 있다. The purpose of this study is to discuss the improvement of speaking tasks related to the improvement of language use ability which is emphasized in recent language training courses. Specifically, it focused on the type of tasks and the way of carrying out the tasks that enable students to participate positively in class and actively carry out tasks and to promote the use of fluent language in the classroom and in everyday life outside the classroom. Tasks are a means of communicating with the assumption of specific contexts and situations likely to be encountered in everyday life. Therefore, this study analyzes the types of speaking tasks and how to perform tasks in Korean intermediate textbooks used in Korean language education institutions in college, and discusses ways to improve speaking tasks in Korean textbooks and Korean language education. The above-mentioned researches also broaden the research area of the speaking task and provide a basis for the study on the speaking task type and how to perform tasks from various perspectives.