• Title, Summary, Keyword: 갈등상황

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The Analyses of the Change Process of Students' Physics Conceptions by the Types of Conflict Situations (갈등상황 제시 유형에 따른 학생 개개인의 물리 개념 변화 과정 경로 분석)

  • Kim, Ji-Na;Lee, Young-Jick;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.20 no.1
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    • pp.77-87
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    • 2000
  • The purpose of the study is to understand the change process of middle school students' physics conceptions by the presented types of conflict situations. 274 middle school students were selected from one school in Pusan, however 257 students were participated in all the procedure of the study. After we classified students' physics conceptions into scientific and unscientific conceptions, presented three types of conflict situations. In this study three different cognitive conflict strategies were adopted; the first one is logical arguments(LCS: logical conflict situation), the second is actual demonstration(DCS: demonstrational conflict situation), and the third is two strategies together(DLCS). In this study, first, we investigated the change process of students' physics conceptions by three types of conflict situations. Second, we compared the effect of three conflict situations presentation, which includes positive effect by conceptual change from misconception to scientific conception and negative effect by conceptual change from scientific conception to misconception. Third, we studied characteristics of conceptual change by characteristics of conflict situations. In result, DLCS group and DCS group were more positive effect than LCS group in mechanics, DLCS group and LCS group were more positive effect than DCS group in electricity. It seems that mechanics are closely related to physical experiences, while electricity are more abstract.

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The Relationship between the Cognitive Conflict Levels of Students Facing an Anomalous Situation Including Misconception and a Conceptual Change in Science (오개념이 포함된 불일치 상황에 대면한 학생들의 인지갈등 정도와 과학 개념변화의 관계)

  • Kang, Jihoon;Yoo, Pyoungkil
    • New Physics: Sae Mulli
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    • v.68 no.10
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    • pp.1116-1126
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    • 2018
  • The purpose of this study is to investigate the relationship between cognitive conflict levels of elementary school students facing an anomalous situation, including misconception and conceptual change in science. Cognitive conflict in conceptual change plays a key role in science education. That the cognitive conflict levels vary given the same situation is worth of note. Two hundred thirty elementary school students participated in this study. The students were presented with logical arguments including misconceptions; then, the cognitive conflict levels and conceptual changes were examined. The results of this study were as follows. First, the students with a correct conception created more cognitive conflict when faced with an anomalous situation including a conception contrary to their correct conception than the students not facing an anomalous situation did. Second, the cognitive conflict was the highest in the group of students that changed their conception, but the difference between 'C ${\rightarrow}$ M' type and 'C ${\rightarrow}$ C' type was not statistically significant.

Analysis of Young Children's Peer Conflict Process (유아 간 발생하는 또래갈등과정 분석)

  • Kim, Gyun Hee
    • Korean Journal of Childcare and Education
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    • v.2 no.2
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    • pp.165-185
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    • 2006
  • The purposes of this study were (1) to investigate the relationship of conflict components, and (2) to investigate interaction of conflict participants. Subjects were ninety-four 3-, 4- and 5-year-olds recruited from eleven child care centers in Seoul, Kyonggi and Incheon province. Interaction process between these young children were recorded by a video camera, and the scenes were transcribed for analysis of peer conflict situations which occurred between two children. Statistical methods used for data analysis were frequencies, percentiles, means, standard deviations, Chi-square. First conflict components are interrelated. There was a significant difference conflict resolution strategies according to conflict issue, and a significant difference conflict outcomes according to conflict resolution strategies. Also conflict outcomes were related to conflict emotion expression. Second, the stratigies interaction of conflict participants were significant and conflict emotion expression of conflict participants were significant.

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Marital Conflict Strategies as Personal and Situational Attributes:A Study of Korean Couples (한국 부부의 갈등해소 방법 선택에 있어서 개인적 변인과 상황적 변인의 상대적 중요성)

  • 전효정
    • Journal of the Korean Home Economics Association
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    • v.38 no.5
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    • pp.91-106
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    • 2000
  • 대부분의 갈등해소에 관한 연구들은 갈등해소방법 사용의 상황에 따른 일관성을 미리 가정하고 있다. 그러나 몇몇 연구에서 갈등해소방법에 있어 성격의 효과와 함께 상황적 효과가 있음을 보고하고 있다. 아직까지는 갈등의 쟁점, 감정, 관련 인물과 이들의 상호작용을 고려한 갈등해소방법의 일관성에 관한 연구가 부재한 실정이다. 본 연구는 상황에 따른 갈등해소 방법 선택의 일관성의 수준과 결혼 적응도에 있어서의 이들의 영향을 조사하였다. 나아가, 갈등해소의 과정 및 절차를 관찰하였다. 350쌍의 한국 부부들에게 설문조사(1차연구)를 실시하였으며, 이를 바탕으로 50쌍을 선발하여 갈등해소 과정을 관찰하였다(2차연구). 설문조사 결과에 의하면, 쟁점의 종류나 관련 대상에 따라서는 비교적 일관성 있는 방법을 사용하였으나, 감정상태에 따라서는 비 일관적인 해소방법을 사용하였다. 안정형 애착유형자는 건설적 해소 방법을 사용하는 반면, 불안정 애착유형자는 파괴적 또는 회피적 해소방법을 사용하는 경향을 보였다. 관찰 연구 결과에 의하면, 건설형 및 회피형 사용자는 설문조사와 관찰연구에서 일관성 있는 행동을 보였으며, 파괴형 해소방법 사용자는 설문조사와 관찰연구에 있어 일관성이 결여되어 있었다. 갈등해소의 과정, 즉 시작, 진행, 종료에 있어 유의한 타이가 발견되었으며, 이것이 결혼 적응도에 영향을 주었다. 연구결과들은 갈등해소와 결혼 적응에 관한 이론과 연계되어 논의되었다.

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The Change of High School Students' Mechanics Conceptions by the Types of Cognitive Conflict Situations (인지갈등 상황 제시유형에 따른 고등학생들의 역학 개념 변화)

  • Lee, Chae-Eun;Lee, Gyoung-Ho;Kim, Ji-Na;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.21 no.4
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    • pp.697-709
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    • 2001
  • Researchers on conceptual change have been proposed that confronting a cognitive conflict situation would be important for a student to change his/her preexisting conception. There have been reported that there are three different methods of producing a cognitive conflict situation; the first is logical argument(LC), the second is demonstration of an actual phenomenon(DC), and the third is kinesthetic conflict which is a kind of physical experience(EC). In this study, the researcher tried to find out the differences in the conceptual changes by the three different conflict situations. Seventy two high school students were chosen in a high school in Kyungkido, Korea. The students were tested four times; pretest, posttest, one week delayed posttest, and one month delayed posttest. Six different test situations on mechanics were developed for this study. Test item for each situation was developed. Each item consisted of a multiple choice question and explanation of the choice. The result showed a clear differences among the three conflict groups. In general, kinesthetic conflict which is a kind of physical experience(EC) was proved to be the most efficient strategy for the conceptual change; however, logical argument(LC) seemed to be the least efficient. However, the effectiveness was not uniform from situation to situation. Results of some items showed that even the LC was quite good for the conceptual change. Therefore, it seems to be important to develope appropriate method for the target concept.

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The Effects of Conflict Situation Types on Inducing Students' Cognitive Conflicts in Newton's Laws (뉴턴 운동법칙에 관한 문제에서 갈등상황의 유형이 학생들의 인지적 갈등 유발에 미치는 영향)

  • Lim, Lee-Suk;Lee, Yung-Jick;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.18 no.4
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    • pp.473-483
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    • 1998
  • A learner's cognitive conflict with his /her existing conception is regarded to be one of the most important factors for a conceptual change. In this study, the effects of the conflict situation types on inducing students' cognitive conflicts in Newton's law were examined. The thirty-four students of 10th grade were selected from a rural high school based on the result of pre-test. The two different types of conflict situations among many possible types were used in this study. One type was using logical conflict situation and the other was demonstrating real conflict situation. The levels of cognitive conflict were measured by 4-point Likert scale by three interviewers. As the results, the demonstration method was more effective than the logical argument method. In case of the logical argument method, rather than showing scientific conceptions, suggesting another misconception was more effective to the students who have misconception. However, logical argument method was not effective to those who have scientfic conceptions. To the students who have unscientific conceptions, the demonstration method was very effective for inducing cognitive conflict. From the results of this study, demonstration method of teaching seems to be very effective for inducing students' cognitive conflict and overcoming their misconceptions on scientific concept.

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The Influences of Cognitive Conflict, Situational Interest, and Learning Process Variables on Conceptual Change in Cognitive onflict Strategy with an Alternative Hypothesis (대안가설이 도입된 인지갈등 전략에서 인지갈등 및 상황흥미와 학습 과정 변인이 개념변화에 미치는 영향)

  • Kang, Hun-Sik;Choi, Sook-Yeong;Noh, Tae-Hee
    • Journal of the Korean Chemical Society
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    • v.51 no.3
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    • pp.279-286
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    • 2007
  • In this study, we investigated the influences of cognitive conflict and situational interest induced by a discrepant event and an alternative hypothesis, attention and state learning strategies on conceptual change. A preconception test was administered to 486 seventh graders. They also completed the questionnaires of cognitive response and situational interest to a discrepant event before/after presenting an alternative hypothesis. After learning the concept of density with a CAI program as conceptual change intervention, the tests of attention, state learning strategies, and conceptual understanding were administered as posttests. Analyses of the results for 197 students having misconceptions about density revealed that post-cognitive conflict was significantly higher than pre-cognitive conflict. However, there was no statistically significant difference between the test scores of pre-situational interest and post-situational interest. Pre-cognitive conflict only exerted a direct effect on post-cognitive conflict, while post-cognitive conflict exerted a direct effect and Journal of the Korean Chemical Society an indirect effect via attention on conceptual understanding. Both pre- and post-situational interests were found to influence on conceptual understanding via attention. Attention had influences positively on deep learning strategy and negatively on surface learning strategy. There was a relatively small effect of state learning strategies on conceptual understanding.

Elementary School Children's Alternative Conceptual Types and Change After Conflict Situations on the Movement of the Moon (달의 운동에 관한 초등학생들의 대안개념 및 인지갈등 상황 후 변화)

  • Lim, Cheong-Hwan;Kim, Hye Jin
    • Journal of The Korean Association For Science Education
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    • v.30 no.8
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    • pp.1110-1122
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    • 2010
  • The purpose of this study was to identify elementary school students' alternative conceptual types of the movement of the moon and to find out how these types change when confronted with cognitive conflict situations. To find out alternative conceptual types, 206 sixth graders were sampled, and to investigate how the alternative conceptual types were changed by cognitive conflict situations, and 30 students were systematically resampled by alternative conceptual types. Data were collected through the pre- and post-test instruments, including five items that were used for testing the students' alternative conceptual types and changes after conflict situations. After the pre-test, students were instructed to determine the change of the alternative preconceptions using conflict situations. We found that a majority of students had various kinds of alternative preconceptions formed from their early years of elementary school. The cognitive conflict situations were effective for the conceptual change of the movement of the moon. Specifically, in all groups, the subjects' understanding of "the movement of the early evening crescent moon" changed scientifically.

통합의 당위성과 향후 방향

  • Gwak, Chang-Sin
    • 대학교육
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    • pp.48-55
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    • 2007
  • 대학 통합이란 2개 이상의 대학을 하나의 대학으로 합치는 것으로서 통합 방안에 대해 통합 전 대학의 지역사회, 동문, 교수, 학생, 학부모 등 이해관계자의 다양한 견해가 표출되고 갈등 상황이 발생하는 등 그 추진이 매우 어려운 정책이라 할 수 있다. 대학별 갈등 양상은 개별 대학이 처한 상황에 따라 매우 다양하고 갈등의 깊이에 있어 다소 차이가 있었으나, 통합 추진과정에서 대학의 장과 구성원들의 헌신적인 노력과 슬기로운 지혜의 발휘로 원만히 극복하였다.

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윤리적 갈등과 관련된 소매점 판매원의 특성에 관한 실증적 연구

  • Lee, Seon-Su
    • Journal of Global Academy of Marketing Science
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    • v.3
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    • pp.137-153
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    • 1999
  • 본 연구는 판매원이 업무를 수행하면서 경험하게 되는 윤리적 갈등과 관련을 지니고 있는 개인적 특성에는 어떠한 것들이 있는가를 살펴보는데 그 목적을 두고 있다. 이를 위하여 판매원의 개인적 특성에 따른 윤리적 갈등정도를 백화점과 쇼핑센터에서 판매업무를 담당하고 있는 판매원 332명을 대상으로 하여 실증적으로 고찰하였다. 수집된 자료를 분석한 결과에 의하면 윤리적 의사결정상황에서 판매원들이 경험하는 윤리적 갈등정도는 성별, 연령, 교육수준, 근무경력에 따라 다른 것으로 나타났다. 구체적으로 윤리적 의사결정 상황에서 남성이 여성에 비하여 윤리적 갈등을 보다 많이 경험하고 있는 것으로 나타났으며, 대졸이상의 학력을 지닌 판매원이 그렇지 않은 판매원에 비해 윤리적 갈등정도가 높은 것으로 분석되었다. 그리고 연령에 따른 윤리적 갈등정도에 있어서는 21세 미만과 26세${\sim}$31세 미만의 집단이 유의적인 차이를 보여주었으며, 근무경력에 있어서는 1년 미만의 판매원 집단과 1년${\sim}$5년 미만, 그리고 1년 미만과 5년 이상${\sim}$10년 미만의 판매원 집단이 다른 것으로 나타났다.

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