• 한국초등과학교육학회지:초등과학교육
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• 제20권1호
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• pp.1-7
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• 2001

The purpose of this study is to examine the learner's variables affecting on scientific thinking and scientific process skills. To study this purpose, through the procedure study, the learner's variables were divided into cognitive variable, ego variable, and affective variable, then the questionaire survey through the reconstruction of standardization instrument was made over 120 elementary school fifth grade student in Seoul, Anyang, and Pajoo. The results of this study were as follows: 1) The learner's variables affecting on scientific thinking were cognitive variable and for female students, also affect affective variable. The subordinated catagories of statistically significant degree of explanation were achievement motivation, cognitive level, and cognitive style and another statistically significant correlation were meta-cognition, self regulated learning, self efficacy, and muliple intelligence. 2) The learner's variables affecting on science process skills were cognitive variable and affective variable. And the subordinated catagories of statistically significant degree of explanation were achievement motivation, and cognitive level. And another statistically significant correlation were meta-cognition, self regulated loaming, self efficacy, multiple intelligence, and attribution.

• 경영정보학연구
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• 제6권2호
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• pp.47-63
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• 2004

인터넷의 발달로 인해 가상공간에서 벌어지는 현상에 관한 관심과 영향력이 증가하고 있다. 그 중에서도 현실의 실제 공동체와 비슷한 가상공동체의 중요성이 커지고 있다. 그런데 가상공간 자체는 몰입하기 쉬운 특징을 고루 지니고 있다. 본 연구에서는 가상공동체의 구성원들이 가상공동체를 이용함에 있어서 몰입이 큰 역할을 한다는 것을 알아보고자 한다. 연구 결과 도전의욕, 숙련도, 지각된 현실감, 욕구충족 등의 변수들은 몰입을 통해 가상공동체의 이용에 유의한 영향을 미치는 것을 확인하였다. 단지 상호작용성은 몰입을 거치지 않고 직접 가상공동체 이용에 영향을 미치고 있었다. 이는 몰입이 가상공동체 이용에 중요한 역할을 하는 요인이라는 것을 나타내는 것이며, 또한 가상공동체가 제대로 운영되기 위해서는 상호작용에 필요한 최소한의 구성원을 확보할 필요가 있다는 것을 의미한다. 가상공동체의 운영에 있어서, 몰입을 높이는 여러 가지 방법들을 고안해서 적용한다면 가상공동체의 활성화와 성과를 높이는데 큰 기여를 할 수 있을 것이다.

• 과학교육연구지
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• 제36권2호
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• pp.251-262
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• 2012

본 연구에서는 중학교 학생들의 변인 판별 및 변인 통제 능력을 신장시킬 수 있는 15가지의 학습 프로그램을 개발하고, 이를 적용하여 수업효과를 분석하였다. 변인 판별 및 통제 학습 효과를 높이기 위하여 자신의 사고 과정을 모니터하고 인지 활동 결과에 대해 객관적으로 평가할 수 있도록 구성하였다. 이 프로그램의 수업 효과를 분석한 결과, 프로그램을 투입한 실험집단이 비교집단에 비해 변인 판별 점수가 높았으며, 변인통제 논리 형성정도도 증가하였는데, 특히 변인통제 논리 형성정도가 미형성 단계인 학생들에게 효과가 크게 나타났다. 이는 우리가 개발한 학습 프로그램을 통해 학생들의 변인 판별 및 통제 능력을 향상시키는 것이 가능함을 보여준다. 또한, 변인 통제 능력 점수와 메타 인지 수준 점수 간에 정(+)적인 상관관계를 보였다. 이는 메타인지 전략이 변인 통제 능력을 유의미하게 향상시키는 효과가 있다고 할 수 있다.

• 영재교육연구
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• 제6권1호
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• pp.93-109
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• 1996

The purpose of this study was to investigate the relationship between learning strategies and cognitive learning abilities with achievement scores of elementary school children. To achieve this purpose, 109 sixth grade children were sampled in Seoul-City, and the 'Questionnaire on the Learning Strategies and Learning Abilities Test' were administered to them. The collected data were analyzed by Pearson's Product Moment Correlation and Multiple Regression Analysis. The major findings of this study were as follows: Firstly, there appeared to be statistically significant correlations between learning strategies and achievement scores. The process of thinking variable of learning strategies were most significantly correlated with achievement scores(r=.251- .458, p<.01). The calculated R2 indicated that the combined effects of process of thinhng and affective domain on the achievement scores were about 21.5%. Secondly, there appeared to be statistically significant correlations between cognitive learning abilities and achievement scores. The verbal reasoning and verbal comprehension variable of cognitive learning abilities were most significantly correlated with achievement scores(r=.215-,493, p<.01). The calculated R2 indicated that the verbal reasoning and verbal comprehension variable of cognitive learning abilities explained about 27.6% of the variance of achievement scores. Thirdly, there appeared to be no statistically significant correlations between learning strategies and cognitive learning abilities. The results of this study shows that the development of learning strategies and cognitive learning abilities could improve the achievement scores in school learning.

• 대한가정학회지
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• 제25권1호
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• pp.121-127
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• 1987

The purpose of this study was to investigate the importance of mental capacity and to see whether it can be a barometer to predict childrne's cognitive development. The instruments used were Pictoral Test of Intelligence to select homogeneous samples, Cucui Scale for their M-power and Conservation Test. The results showed that M-power develops as age increases, and it can be a strong variable to predict their cognitive development. It has been demonstrated that capacity increases developmentally but whether this reflects changes in capacity perse, or in the efficient use of that capacity is a debatable issue. More study needs to be repeated for this matter.

• PNF and Movement
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• 제10권4호
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• pp.1-7
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• 2012

Purpose : The purpose of this study was to evaluate the relationship between physical performance, such as gait and postural control, and cognition on as assessed by clinical tools in individuals with chronic hemiparetic stroke. Methods : Twenty-six patients who had hemiparetic stroke participated in this study, and were evaluated four common clinical measurements, including the Berg balance scale (BBS), 10 meter walk test (10MWT), 6 minute walking test (6MWT), and Montreal cognitive assessment (MoCA). Multiple regression analysis was used BBS score, 10MWT, and 6MWT as the dependent variables; MoCA score, post-stroke duration, age, and affected side as independent variables. Results : In the regression equation of the BBS score, the correlation coefficient (r) was 0.875, the coefficient of determination (R2) was 0.786, and the MoCA score was the most important variable for determining the BBS score. In the regression equation for the 10MWT, ther was 0.888, the R2 was 0.999, and the MoCA score was the most important variable for determining 10MWT. Finally, the r was 0.777, the R2 was 0.998, and the MoCA score was the most important variable for determining 6MWT in the regression equation of the 6MWT. Conclusion : The results show that cognitive abilities affect gait proficiencies in individuals with chronic hemiparetic stroke. Therefore, these results suggest that cognitive tests are necessary for examining and evaluating the abilities of postural control and gait performance for chronic stroke patients in research and clinical environments.

• 한국과학교육학회지
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• 제22권3호
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• pp.571-585
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• 2002

형식적인 사고를 가능하게 하는 논리적 사고력의 형성 가능성에 대한 기초적인 연구 활동의 하나로, '생각하는 과학' 프로그램에 있는 변인통제 활동의 학습효과를 조사하였다. 초등학교 5학년 306명의 학생들이 연구에 참가하였으며, 같은 분량의 사간에 실험반에서는 교육과정에 따른 과학 교과 수업과 변인통제 활동을 병행하였고, 통제반에서는 과학교과 수업만을 수행하였다. 연구 초기에 논리적 사고력 검사와 변인통제 검사를 이용하여 사전 상태를 비교하고, 한 학기 동안 변인통제 활동 6개를 12차시에 걸쳐 진행하면서, 처치별, 성별, 인지수준별 학습효과를 알아보았다. 처치활동은 초등학교 5학년 학생들의 변인통제능력 신장에 매우 효과적인 것으로 나타났다. 변인통제능력의 하위요소별로 분석한 결과, 특별히 실험조건 통제, 변인측정과 결과변인 학습에 매우 효과적인 것으로 나타났고, 원인변인 학습효과도 다소 있는 것으로 나타났다. 남 여학생들의 사전 변인통제능력을 비교한 결과 여학생들이 월등히 높은 점수를 보였다. 변인통제 학습 후 남 여학생들 모두에게 거의 같은 정도로 우수한 학습효과가 나타났으며, 통제반에서 차이가 더 벌어진 반면, 실험반에서는 그 격차가 좁혀졌다. 학생들의 인지수준에 따란 변인통제 학습효과를 분석한 결과, 모든 인지수준에서 실험반 학생들의 변인 통제능력이 상당히 향상되었다. 특히 전기 구체적 조작기, 중기 구체적 조작기와 후기 구체적 조작기에 있는 학생들의 변인통제능력은 크게 향상되었다. 변인판별 능력은 전기 구체적 조작기, 중기 구체적 조작기와 후기 구체적 조작기에 있는 학생들이 거의 같은 정도의 우수한 발전을 보여주었으며, 실험설계 능력은 모든 수준에서 상당히 향상되었다. '생각하는 과학'의 변인통제 활동과 같은 형태의 학습내용을 현행 학교 과학교육에 적극적으로 도입해볼 필요가 있다.

• 한국통신학회논문지
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• 제31권12B호
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• pp.1068-1075
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• 2006

주파수 자원 가치는 무선통신의 발전과 함께 더욱 커지고 있다. 하지만 앞으로 정보화 사회에서는 주파수 자원의 수요가 공급에 비하여 매우 많기 때문에 주파수 부족 현상이 심각하게 대두된다. 따라서 사용되지 않고 있는 주파수 자원을 효율적으로 이용하기 위한 기술로서 최근 각광을 받고 있는 Cognitive Radio 기술이 필요한 시점이다. 본 논문에서는 CR 기반의IEEE 802.22 WRAN 환경에서 효율적인 Dynamic Spectrum Allocation 기법을 제안한다. Spectrum을 좀 더 효율적으로 공유하기 위해 Variable bandwidth, Mobility의 변수를 적용한 Dynamic Spectrum Allocation 기법을 제시하고 시뮬레이션 결과들을 통해 이를 검증하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제28권2호
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• pp.154-160
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• 2009

Correlational reasoning is used to analyze results from an experiment and create meaningful relationships among variables. Although there were many recognition development studies, not a single study found the optimal period for the development of logical thinking. Therefore, the purpose of this study is to find the optimal period for students whose logic for variable controlling and correlational reasoning are poor. This study made a logic program treatment subject for students between the 4th and 8th grade whose recognition in reasoning has not been developed in general in order to find the optimal period for their development. The variable-controlling reasoning was performed the program of voice survey and sugared-water melting in subsection survey and sugared-water melting in subsection. And, the correlation reasoning was performed the program of rat's size and tail color, treatment, and effect. As a result of research, students, who were not formed variable controlling and correlational reasoning, could be known to be enhanced through learning, but to fail to be formed the qualitative change like the cognitive development. In other words, the optimal period couldn't be found that is grown the formation of students, who are not formed the variable controlling and correlational reasoning, through learning. It is expected that this research can contribute to the improvement of students' cognitive level and there would be more active researches in different fields to improve the cognitive level.

• International Journal of Advanced Culture Technology
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• 제10권2호
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• pp.162-173
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• 2022

In non-face-to-face teaching-learning, a survey was conducted on 55 students in the department of chemistry education at university A on the variables (behavioral control, instructor-learner interaction, cognitive learning) affecting learning satisfaction and academic achievement. There were relatively large positive correlations between variables. The positive correlation between them was found to be the factors that influenced learning satisfaction and academic achievement in non-face-to-face teaching-learning. The average values of non-face-to-face teaching-learning for each variable were lower than the corresponding values of face-to-face teaching-learning, respectively. As a result of the perception survey on the detailed factors of each variable, negative responses were relatively high in factors such as 'concentration of behavior' in behavioral control, 'level-considered explanation' in instructor-learner interaction, and 'knowledge understanding' in cognitive learning.