• 한국동물학회:학술대회논문집
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• 한국동물학회 1996년도 한국생물과학협회 국제학술대회
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• pp.271.1-271
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• 1996

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• 한국과학교육학회지
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• 제24권3호
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• pp.596-611
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• 2004

과학학습에서 인지갈등은 개념변화의 중요한 필요조건으로 인식되고 있다. 그러나 아직까지 인지갈등 유형 중 어떤 갈등 유형이 과학학습과정에서 건설적인 갈등유형인가를 제안한 연구는 찾아보기 힘들다. 따라서 이 연구의 목적은 16명의 고등학생을 대상으로 작용 반작용의 법칙과 관련된 불일치 현상(선풍기-수레 문제)을 제시 한 후, 인지갈등의 불안요인 반응에 초점을 맞추어 인지갈등의 불안유형을 구분하고, 불안유형에 따라 학생이 제안하는 설명가설의 특징을 알아보고자 하였다. 연구결과 인지갈등의 불안 요인 반응에 대한 높 낮이에 따라 각각 네 가지 유형의 불안 유형을 확인하였으며, 각 불안유형에 따른 설명가설의 특징과 과학수업에서 인지갈등 수업전략을 적용할 때 중요하게 고려해야할 불안유형의 특성을 논의하였다.

• 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.

• 한국과학교육학회지
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• 제23권4호
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• pp.360-374
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• 2003

The idea that students must experience cognitive conflict before conceptual change can occur is not new. In light of this idea, many teaching strategies have been applied in educational practices. However, there is not much literature about how students are experiencing cognitive conflict, how this experience affects students learning processes, and how we use that knowledge to improve our science instruction. This study aimed to propose possible answers about these questions. In this paper, we conducted the first question as a first part of our research. To do this, we reviewed related literature and analyzed protocols that were produced in previous studies. As a result, a model of cognitive conflict was developed. This study's findings may lead to further understanding and use of students' cognitive conflict, which has a complex role in science instruction.

• 공학교육연구
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• 제16권4호
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• pp.3-8
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• 2013

This study was conducted to investigate the relationships among team individuality-relatedness, cognitive flexibility and team creativity. A total of 313 engineering college students who organized 64 teams were assessed on individuality-relatedness scale, cognitive flexibility scale, and team creativity. Relatedness and cognitive flexibility had significant main effects on team creativity. There was a significant interaction between individuality and cognitive flexibility to explain team creativity beyond individuality alone. Finally, limitations of this study and suggestions for future studies were discussed.

• East Asian mathematical journal
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• 제35권4호
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• pp.451-465
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• 2019

Textbooks are official materials so that these are the most frequently used teaching materials in school. The teacher constructs the lesson based on the contents of the textbook to achieve the learning goal. Thus, textbooks play an important role because the quality of the contents in textbooks affects the cognitive level of students. This study investigates the cognitive domain based on Bloom's Taxonomy of Educational Objectives(knowledge, understanding, application, analysis, synthesis and evaluation) of 'Values and Expression' in the mathematics textbook of the first grade of middle school reflecting the 2015 revised mathematics curriculum. We also looked at cognitive levels based on Bloom's Taxonomy of Educational Objectives. As a result, it was found that understanding was dominant in 'Values and Expression'. Also, although the problem of requiring a higher level of cognition is increasing as the unit finishes, there are still a high percentage of low level of problems.

• Journal of information and communication convergence engineering
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• 제17권1호
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• pp.21-40
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• 2019

This paper presents a comprehensive survey of various artificial intelligence (AI) techniques implemented in cognitive radio engine to improve cognition capability in cognitive radio networks (CRNs). AI enables systems to solve problems by emulating human biological processes such as learning, reasoning, decision making, self-adaptation, self-organization, and self-stability. The use of AI techniques is studied in applications related to the major tasks of cognitive radio including spectrum sensing, spectrum sharing, spectrum mobility, and decision making regarding dynamic spectrum access, resource allocation, parameter adaptation, and optimization problem. The aim is to provide a single source as a survey paper to help researchers better understand the various implementations of AI approaches to different cognitive radio designs, as well as to refer interested readers to the recent AI research works done in CRNs.

• 디지털융복합연구
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• 제16권3호
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• pp.113-119
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• 2018

20세기 중반 이후 교육현장에서 지속적으로 제기되어온 대표적인 주제가 학습부진 문제해결이다. 따라서 본 연구에서는 자기조절학습요인을 인지, 동기, 행동조절로 구성하고, 학습부진 대학생의 학습동기인 내적가치, 자기효능, 호기심 및 자신감에 미치는 어떠한 영향을 살펴보았다. 연구는 창원시 소재 A대학교의 학습부진 상담프로그램에 참여한 대학생을 대상으로 하여 조사를 행하였다. 연구 결과 자기조절학습요인은 학습동기에 긍정적 영향을 미치는 것으로 나타났다. 둘째, 학습조절요인은 자기효능감에 긍정적 영향을 미치는 것으로 나타났다. 마지막으로 학습조절요인은 호기심 및 자신감에 긍정적 영향을 미치는 것으로 나타났다. 본 연구를 통하여 다양한 요인이 통합적으로 학습과정에 작용하므로 상호작용을 고려한 종합적인 지도체제가 필요함을 확인하였다. 구체적인 방법으로는 인지적 동기적 행동적 요소들을 참고하여 동기수준을 강화시킬 수 있는 학습상담 프로그램 개발이 시급하다 하겠다.

• 산업경영시스템학회지
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• 제16권27호
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• pp.105-111
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• 1993

Human works shift its roll from physical condition to the system supervisory control task In this paper safety-presentation configuration is discussed instead of well-known fault-warning configuration. Of paticular interest was the personal factor which include the cognitive process. Through a performance between each person information processing(d') and decision process($\beta$) was pointed out to explain the sensitivity of personal cognitive process. Impact of uncertainty effect the supervisor having doubt situations. These facts are released by the use of flat fuzzy number of $\beta$ and its learning rate R.

• 한국시스템다이내믹스연구
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• 제15권4호
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• pp.129-159
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• 2014

This Study discuss exploring normative-prescriptive factors after the themes on Organizational learning categorize two descriptive/explanatory-perspectives, prescriptive/normative dimension. The former would contain information processing model, theory of action, organizing in organization, while Senge's suggestion on Learning Organization may compose the latter. Each perspective is reconstructed and reinterpreted into the causal mapping relationship founded on system thinking and SD. Underlying on the former try to discovery validities of the latter. But this study only put forward the integral-dynamic model of organizational learning without empirical simulation.