• Proceedings of the Korean Society for Cognitive Science Conference
• /
• 2010.05a
• /
• pp.25-30
• /
• 2010

자기설명이 학습을 촉진시키려면 무엇을 설명해야 하는지 판단해야 하고, 그에 대해 적절한 설명을 산출해내어야 한다. 본 연구에서는 촉진자극(propmpt)를 제공해서 무엇을 설명해야 하는지에 대해 도움을 주면 자기설명 효과가 얻어지는지 알아보았다. 또한 자기설명과 촉진 자극의 효과가 학습자의 인지욕구(need for cognition)와 상호작용하는지 알아보기 위해 인지욕구 수준을 상하로 나누어 3 요인 실험을 실시하였다. 촉진자극과 자기설명의 효과는 과제와 학습자의 인지욕구 수준에 따라 다르게 나타났다. 기억검사에서는 인지욕구가 낮은 학습자에게서만, 자기설명의 효과와 촉진자극의 효과가 관찰되었다. 반면에 이해검사에서는 인지욕구의주효과가 유의하였고, 3 요인상호작용 효과가 경향을 보였다. 즉 촉진 자극을 제공하는 것은 인지욕구가 높은 학습자에게서만 학습을 향상시켰다. 이 결과는 인지부하가 학습에 영향을 미치는 것으로 해석되었다.

• Proceedings of the Korean Magnestics Society Conference
• /
• 2005.12a
• /
• pp.160-161
• /
• 2005

• Proceedings of the Korea Multimedia Society Conference
• /
• 2000.11a
• /
• pp.419-422
• /
• 2000

본 논문에서는 길을 기반으로 하여 학습자 스스로 학습의 장면을 결정하고, 학습의 형태를 계획하여 학습을 주도적으로 이끌어 낼 수 있도록 하는 학습자 중심의 자기주도적 학습 환경을 선계 및 구현하였다. 학습 설계 대상은 학습자와 길 사이의 동적 상호작용을 통하여 지필 학습방법으로 학습하기 힘들었던 단원인 고등학교 공통수학의 삼각함수를 선택하였다. 학습자가 학습장면에서 직접 실행해 보고 도형을 이동시켜 변화하는 현상을 관찰하고 탐구함으로써 실시간으로 피드백이 가능하여 학습의 효과를 극대화하였으며 학습자에 대한 정보와 학습의 상태는 DB를 이용하여 관리하도록 하였고 형성평가와 총괄평가는 DB를 이용하도록 설계하였다.

• The Journal of Korean Association of Computer Education
• /
• v.7 no.5
• /
• pp.23-32
• /
• 2004

Many web-based learning systems have been developed and used widely. Most of the researches on web-based learning systems assume learners' active participation in the learning activity. However, learners do not always actively participate in the learning. This paper presents a novel self-regulated learning strategy to create a learning environment that encourages learner's active participation. We have derived sub-strategies that can be implemented as a web-based system. The derived sub-strategies have been implemented as an advanced web-base system and are verified by an empirical study.

• Proceedings of the Korean Institute of Electrical and Electronic Material Engineers Conference
• /
• 2006.06a
• /
• pp.253-254
• /
• 2006

초미세립 복합상 영구자석은 연 경자성상의 크기와 분포에 큰 영향을 받는 자성재료이다. 또한, 결정립간 교환상호작용력은 초미세립 복합상 영구자석의 잔류자속밀도에 큰 영향을 미친다. 이에 $Nd_8Fe_{86-x}Nb_xB_6$(x=0, 1, 2, 3) 조성으로 급냉자성 분말을 제조하고, 열처리 후 자기특성을 평가하였다. Nb 첨가에 따른 $Nd_2Fe_{14}B$ 상과 $\alpha$-Fe 상과의 교환상호작용력을 Henkel(${\delta}M$) plot을 통해 평가하고, 각 상의 크기와 분포를 조사하여 자기특성 변화를 합리화하였다. 본 연구에서 얻은 최대 자기특성은 $B_r$ = 9.791 kG, $_iH_c$ = 5.565 kOe, 그리고 $(BH)_{max}$ = 14.61 MGOe였고, Nb를 첨가함으로서 보자력이 증가하였다.

• Korean Journal of Childcare and Education
• /
• v.12 no.1
• /
• pp.171-185
• /
• 2016

The purpose of this study is to investigate the pervasive MBTI psychological preferences of childcare teachers and to examine the effects of MBTI psychological preferences and teachers' educational beliefs on childcare teachers'self-efficacy. The participants of this study were 141 childcare teachers. An independent samples t-test, Pearson's productive correlation, and step-wise multiple regression were employed to analyze the data. The results are as follows: First, Depending on the MBTI psychological preferences trends in childcare teachers, there were differences in self-efficacy. Second, personality type Sensing(S) was positively correlated with preference for easy tasks. Personality type Thinking(T) was negatively correlated with behavioral education belief, and was positively correlated with interactional education belief, self-regulated efficacy and total score of self-efficacy. Personality type Judging(J) was positively correlated with interactional/maturational education belief and self-regulated efficacy. Third, interactional education belief and MBTI psychological preferences of childcare teachers had asignificant influence on self-efficacy.

• Proceedings of the Korean Magnestics Society Conference
• /
• 2010.06a
• /
• pp.55-56
• /
• 2010

• Proceedings of the Korean Magnestics Society Conference
• /
• 1993.03a
• /
• pp.22-23
• /
• 1993

• The Journal of the Korea Contents Association
• /
• v.17 no.4
• /
• pp.468-477
• /
• 2017

The purpose of this study was to exam nursing students to verify the effects of self-directed learning readiness, teacher-student interaction, educational performance, stress and learner motivation on learner satisfaction. The study population consisted of second and third year nursing students at E university located in S city. Data were collected between June 15, 2016 to June 24, 2016, and questionnaire comprised items to measure general characteristics, learner motivation, teacher-student interaction, self-directed learning readiness, educational performance, and learner satisfaction. A total of 132 students were included for the final analysis. Learner satisfaction was positively correlated with self-directed learning readiness (r= .21, p= .018), teacher-student interaction (r= .39, p<.001), educational performance (r= .21, p= .014), and learner motivation (r= .75, p<.001). In addition, learner motivation was positively correlated with self-directed learning readiness (r= .24, p= .005), teacher-student interaction (r= .38, p <.001), and educational performance (r= .21, p= .018). Finally, learner motivation and teacher-student interaction were found to explain 59.7% of the variance of learner satisfaction. Our findings suggest strategies and interventions that boost learner motivation and teacher-student interaction which are required to improve learner satisfaction in nursing education.

• Journal of the Korean Magnetics Society
• /
• v.16 no.6
• /
• pp.287-292
• /
• 2006

Al substituted $CoAl_{0.5}Fe_{1.5}O_{4}$ has been studied with x-ray and neutron diffraction, $M\"{o}ssbauer$ spectroscopy and magnetization measurements. $CoAl_{0.5}Fe_{1.5}O_{4}$ revealed a cubic spinel structure of ferrinmagnetic long range ordering at room temperature, with magnetic moments of $Fe^{3+}(A)(-2.29{\mu}_{B}),\;Fe^{3+}(B)(3.81\;{\mu}_{B}),\;Co^{2+}(B)(2.66{\mu}_{B})$, respectively. The temperature dependence of the magnetic hyperfine field in $^{57}Fe$ nuclei at the tetrahedral (A) and octahedral (B) sites was analyzed based on the $N\'{e}el$ theory of magnetism. In the sample of $CoAl_{0.5}Fe_{1.5}O_{4}$, the interaction A-B interaction and intrasublattice A-A superexchange interaction were antiferromagnetic with strengths of $J_{A-B}=-19.3{\pm}0.2k_{B}\;and\;J_{A-A}=-21.6{\pm}0.2k_{B}$, respectively, while the intrasublattice B-B superexchange interaction was found to be ferromagnetic with a strength of $J_{B-B}=3.8{\pm}0.2k_{B}$.