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홈 > 간행물 권호
  • 발행기관: 한국교원대학교 뇌기반교육연구소
  • 간행물:
  • 권/호:

Brain & Learning

  • 발행기관 : 한국교원대학교 뇌기반교육연구소(Institute of Brain-based Education, Korea National University of Education)
  • 출처구분 : 대학부설 연구소
  • 간행물유형 : 학술저널
  • 발행주기 : 연 2회간 (발행월:3,6,9,12)
  • Print ISSN : 2233-9930
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생명과학 학습에서 디지털 콘텐츠의 유형에 따라 생성된 과학적 의문의 분석
권승혁;엄증태;권용주
한국교원대학교 뇌기반교육연구소 / Brain & Learning 제4권 제2호 / 2014 / 1-11 (11 pages)
사회과학>교육학 / KDC : 사회과학 > 교육학 / KCI : 사회과학 > 교육학
초록보기
In previous studies on smart education with digital contents, they have been focused on the result of learning, such as problem solving ability, creativity ability, self-regulated learning ability, and etc. By the way, there is not concern about the detailed study on the type of digital contents. So, this study analyzed the characteristics of question generated by the types digital contents during learning biology. The digital contents used in this study were movie, 3D and fixed image types with 6 topics on biology structure. Twenty college students generated scientific questions during their learning with the digital contents during 60 minutes. The scientific questions generated in each of three content types was analyzed by type, level, objectivity, diversity and quotient of questioning ability. The results show that conjectural questions were shown to have significantly higher frequencies in learning with the digital content type of fixed image. The 3D digital content were significantly shown more generation of predictive and subjective question then other content types. Frequency and diversit of quantitative question had significantly been higher in learning with the content type of movie. This study suggested that digital contents were more effective content type to improve students questioning ability then fixed image as traditional content type in textbook. It also suggested that the necessity of providing a smart type of digital contents for students diverse generating of question biology learning.
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일액현상에 대한 초등과학 영재의 귀추적 사고과정에서 나타나는 유추 분석
양일호;김순미
한국교원대학교 뇌기반교육연구소 / Brain & Learning 제4권 제2호 / 2014 / 12-24 (13 pages)
사회과학>교육학 / KDC : 사회과학 > 교육학 / KCI : 사회과학 > 교육학
초록보기
The purpose of this study was to analyze the analogy on abductive thinking process of elementary school gifted students. 14 gifted students of elementary school was selected as the participants. 14 gifted students thinking aloud protocol and interview data were collected during they hypotheses generation about leaves guttation phenomenon. The Results were as followings: Analogy exists in abductive thinking process of gifted children in science. And representation of question-situation were influenced the analogical inference and final selected hypothesis. When gifted students observed an amazing phenomenon, searching properties of objects are influenced their final hypothesis selection. The stage in representing of problem, it was inferred that the surface similarity. On the other hand, searching candidate hypotheses and configurating hypothesis stage, structural similarity revealed. This result showed a meaningful implication on the science research instruction and the education procedure planing. The teachers need to make the students pay attention to the essential elements through simplification and transformation, and to lead them generate the problems with a new viewpoint in the hypothesis generation teaching for the research ability improvement of the students.
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지속적인 평가 루브릭 제시에 의한 초등학생들의 과학 글쓰기 수준 변화
문소현;양일호
한국교원대학교 뇌기반교육연구소 / Brain & Learning 제4권 제2호 / 2014 / 25-45 (21 pages)
사회과학>교육학 / KDC : 사회과학 > 교육학 / KCI : 사회과학 > 교육학
초록보기
The purposes of this study was to examine what change appears in the science writing level of the elementary students if the rubric is continuously provided with the science writing assignment, and what experience and recognition the students have while using the rubric. The science writing assignment and the rubric were applied to 35 fifth graders for total 4 sessions. The science writing results were assessed through the consultation with 3 scientific education professionals of the rubric department and the contents were analyzed to analyze at the science writing level change of the students. Depth interview results were analyzed. First, as the rubric was continuously provided, the science writing level of students changed in several criteria as the session repeated. While students were writing the scientific contents relying on the individual thought rather than creating the scientific contents during the science writing until they contacted the rubric, they recognized the importance of contents creation through the guidance of the rubric. Second, students who contacted the rubric grasped the object of the rubric correctly and were anxious in using it but expected the change by the constant use. Students whose science writing level was improved had a high use frequency of the rubric and recognized the valuation criteria clearly which was considered to be necessary to them. The students wanted the number of criteria of the rubric to decrease and the terms and performance scales to be presented clearly so that it would be easy to understand.
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평면도형 높이에 대한 학생 이해도와 오류 유형
이광호;이현주;이주영;송윤오
한국교원대학교 뇌기반교육연구소 / Brain & Learning 제4권 제2호 / 2014 / 46-56 (11 pages)
사회과학>교육학 / KDC : 사회과학 > 교육학 / KCI : 사회과학 > 교육학
초록보기
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.
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특수 장애를 가진 학생들을 위한 미술교육의 의미와 역할: 문헌연구를 중심으로
정현일
한국교원대학교 뇌기반교육연구소 / Brain & Learning 제4권 제2호 / 2014 / 57-64 (8 pages)
사회과학>교육학 / KDC : 사회과학 > 교육학 / KCI : 사회과학 > 교육학
초록보기
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.