• 제목/요약/키워드: 역동

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역동적 평가과정에서의 유아의 인지양식에 따른 패턴문제 해결력 (The Relationship of Young Children's Cognitive Style to Patterns in Problem Solving Skills : Using the Dynamic Assessment Process)

  • 최혜진;유수경
    • 아동학회지
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    • 제29권1호
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    • pp.339-353
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    • 2008

  • This study examined how cognitive style in young children affects mathematical problem-solving performance. Findings showed that the types of patterns presented were linked to the degree of difficulty of the tasks and that disparity between field-independent and field-dependent in cognitive style was broader when subjects worked with more complicated pattern problems. Subjects' marks varied by cognitive style when dynamic assessment was conducted, but cognitive style made no difference in their mathematical learning capability. Cognitive style had an impact not only on the task performance of the learners but on the extent to which they were in need of help during the problem-solving process. Yet, it exercised no influence on how much progress the subjects made when fully assisted.

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참조물을 활용한 역동적평가의 교수과정이 유아의 측정능력에 미치는 영향 (Effects of a Teaching Process using Dynamic Assessment : Young Children's Measurement Ability)

  • 고은미;정명숙;황해익
    • 아동학회지
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    • 제29권1호
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    • pp.275-292
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    • 2008

  • This study investigated the effects of a teaching process using dynamic assessment for a unit on young children's measurement ability. Subjects were 45 5-year-old children in a kindergarten in Busan. The instrument was the Dynamic Assessment Tools for Young Children's Measurement Ability (Hwang & Ko, 2(07). Assessment consisted of four steps: pre-test, learning, transfer, post-test. Results were that at post-test, there were significant differences in scores of measurement ability between the dynamic assessment and control groups. In the dynamic assessment group there was significant improvement in length, width and weight between pre- and post-tests and there were significant shifts of measurement strategies and measurement errors between the pre- and post-tests.

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