증강현실 그림책 읽기 활동에서 나타난 유아의 몰입, 상상력 반응 연구

오연주(Oh, Yeon-Ju),최효정(Choi, Hyo-Jung) 한국열린유아교육학회 2024 열린유아교육연구 Vol.29 No.1

This study examined young children’s immersion and imagination responses in augmented reality picture book-reading activities to determine the effectiveness of augmented reality picture books as a teaching and learning medium. We conducted an augmented reality picture book reading activity for 22 5-year-old children from Kindergarten A, located in G-gu, Seoul over nine weeks (August to November 2022) and collected the children’s responses. Our research had several important findings. First, young children showed different immersion behaviors depending on the relationship between the paper and augmented reality media in the augmented reality picture books, including attention concentration, interaction, and emotional expression. Second, through the characteristics of the augmented reality picture book medium and the teacher’s diffuse questions, the children showed their imagination by simply engaging in the story, imagining themselves as the subject of the story, and creating a new narrative. To help children immerse themselves in not only manipulating augmented reality picture books but also understanding their contents, we found it was necessary to consider the composition of paper picture books and augmented reality media in augmented reality picture books and apply our findings during teaching. In addition, it was suggested that augmented reality picture books themselves could be utilized as an effective teaching medium that could stimulate children’s imaginations and eliciting divergent thinking.

하버드 사회과 프로젝트의 법리적 접근법의 이론적 기초: ‘공공쟁점’, ‘법리적 접근’, 그리고 ‘법리적 교수’에 대한 오개념을 넘어

오연주 ( Oh¸ Yeon Ju ) 한국사회과교육학회 2021 시민교육연구 Vol.53 No.4

공공쟁점 중심 교육은 하버드 사회과 프로젝트를 이끌었던 올리버(Oliver)와 쉐이버(Shaver), 그리고 뉴만(Newmann)에 의해서 사회과 교육과정 개발을 염두에 두고 제안되었는데, 교육논리의 독특성과 고유성으로 인하여 이에 대한 모호한 이해 혹은 오개념이 상존하고 있다. 본 연구는 ‘공공쟁점’, ‘법리적 접근’, 그리고 ‘법리적 교수’의 의미를 중심으로 공공쟁점 중심 교육의 이론적 기초를 명료화고자 하였다. 연구 결과는 다음과 같다. 첫째, ‘공공쟁점’의 개념을 사회문제나 사회적 쟁점으로 의미화하기보다는 개인적 측면과 사회적 측면이 서로 연동하는 맥락적 개념으로서, 역사와 문화를 아우르는 항존적인 문제 또는 딜레마로 이해되어야 한다. 둘째, ‘법리적 접근’은 학습자가 공공쟁점에 내재된 서로 다른 의견불일치의 유형을 인식할 뿐만 아니라, 이들 의견불일치의 유형 간의 복잡한 관계를 이해하고 이를 다룰 수 있는 지적과정이다. 학습자는 의견불일치 유형에 따라 정당화와 명료화, 그리고 증거를 다루는 일반적지적 조작인 동시에 자신의 개인적 지식과 개인적 가치와 관련하여 다루는 이중의 사고과정이다. 마지막으로, ‘법리적 교수’는 경직적인 교수단계를 가진 교수모형이라기보다는 학습자의 지적 과정에 초점을 둔 유연한 교수과정으로 보는 것이 온당하다. The public issues-centered education was suggested for a framework or a theory of social studies curriculum development by D. W. Oliver, J. P. Shaver and F. M. Newmann who were leaders of the Havard Social Studies Project. But there are some prevalent misconceptions regarding public issues-centered education in previous research, due to its unique terms and theories. The aim of this article is to clarify the base on the theory of issues-centered education, focused on the meaning about ‘public issues’, ‘jurisprudential approach’, and ‘jurisprudential teaching’. This study has shown: first, the conception of ‘public issues’ could not be reduced to the meaning of social problems or social issues but could be the meaning of problems or value dilemmas persisting throughout history and across cultures, with a attribute of personal and social decision with connected context each other. Second, the ‘jurisprudential approach’ means students’ intellectual processes or operations that could be identified not only through three different types of disagreements within public issues but also awareness of the more complex and related relationships among these three different dimensions of disagreements within the public issues. And students learn knowhow to handle its justification and clarification and evidence in general intellectual operations under consideration of their personal knowledge and value systems in the intellectual process. Lastly, ‘Jurisprudential teaching’ means flexible teaching processes or strategy for learners’ dynamic intellectual process or conceptional work called ‘jurisprudential approach or framework, instead of ‘teaching model’ with fixed stages focused on learner’s explicit activities.

한국형 방독면 설계를 위한 3D Head Scanner 를 이용한 얼굴 형상 측정

오연주(Oh, Yeon-Ju),박세진(Park, Sae-Jin) (사)한국CDE학회 2010 한국 CAD/CAM 학회 학술발표회 논문집 Vol.2010 No.1

Korean gas mask is produced from America and Japan data without Korean database despite one of the important factors to design gas mask is the facial anthropometry and shape. The incorrect database can have a bad influence to filter of the gas mask so many researchers are working on developing the gas mask from each national face and head size program. In the America and Australia, there are several case studies about producing the comfortable gas mask for mixed race with white and black soldiers. However, there is most study on respiration filtering of the gas mask in the country. Therefore, the study on arranging and deciding of the facial size and shape to design the mask is necessary. This study measured facial anthropometry of the female and male soldiers with 3D Head Scanner to design gas mask. In the results, it classified representative shape and size through factor and clustering analysis from measurement data. The facial anthropometry measurement for designing gas mask has limited age and the specific group but it can useful phase to make a database Korean standard face shape and contribute basic science through the science of good quality.

공공쟁점 중심 토론학습의 학습자 적절성 탐색

오연주(Oh Yeon Ju) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.3

공공쟁점 중심 토론학습이 고연령과 높은 학업성취도의 학습자에게 적절성을 가진다는 주장은 결국 이의 실행가능성을 위축하게 할 가능성이 있다. 본 연구에서는 연령과 학업성취도에서 ‘수준차’가 상정되는 두 중등학생 집단 간의 공공쟁점에 대한 개방성 인식을 탐구함으로써 공공쟁점 중심 토론학습의 일반교육(general education)으로서의 의미를 탐색하고자 한다. 충청권과 수도권 소재의 일반적인 중학교 학생(이른바 ‘GMS)’ 225명과 특수목적 고등학교 학생(이른바 ‘AHS’) 142명에게 2016년 10월 16일부터 2017년 4월 13일까지 설문조사 하였다. 독립표본 T검정 분석에서 총 13개의 공공쟁점 중 6개에 대하여 AHS 집단이 더 개방성을 갖는 것으로 나타났기 때문에, 외현적으로 학습자의 ‘수준차’에 따른 공공쟁점의 개방성 인식에 차이가 있는 것으로 보였다. 외현적 차이를 보인 공공쟁점에 대하여 추가적으로 일원변량분석 한 결과, 이들 중 5개의 쟁점은 ‘수준차’가 아닌 학습자의 ‘토론선호’ 및 ‘성별’ 변인에 따른 개방성 인식 차이로 나타났으며, 이들 중 학습자 ‘수준차’에 따른 차이가 나타난 것은 1개에 불과하였다. 결론적으로, 공공쟁점 중심 토론학습이 고연령과 높은 학업성취도의 학습자에게 적절성이 있는 교육접근이라는 주장은 제고되어야 하며, 학습자의 ‘수준차’보다는 ‘성별’ 및 ‘토론선호’ 등의 학습자 개인차에 초점을 둔 접근이 요구된다. The claim that the older and the higher-achieved students have the more relevance in public issues-centered classroom discussion makes weaken the meaning of its feasibility. As some precedent researches could support the claim, this research try to make a basis clear on different level secondary student’s openness about public issues for its meaning of ‘general education’. The subjects of study are ‘general middle school(‘GMS’)’ students group and ‘advanced high school(‘AHS’)’ students group. The survey was conducted 225 ‘AHS’ students and 142 ‘AHS’ students, located in ChungChung and Metropolitan area. As it is assumed to be gap ‘advanced high school(‘AHS’)’ students between general middle school(‘GMS’)’ students with age and learning achievement, this research try to analyze the openness of two group on the point of comparative student’s ‘level’. Independent sample t-test analysis shows ‘AHS’ group has more open cognition than ‘GMS’ group’s about 6 in 13 public issues. But one way-ANOVA analysis shows that the openness about 5 public issues depends on the difference with ‘discussion preference’ or ‘gender’. The open cognition about only 1 public issue depends on student’s ‘level’. If we try to solve the problem of authentic student’s relevance in public issues-centered classroom discussion, we have better make a start in student’s difference focused on ‘discussion preference’ or ‘gender’, not focused on student’s level with their age or achievement.

공공쟁점 토론학습에서 논쟁성의 실천적 의미: 쟁점의 논쟁성과 사회과 교사의 역할 지향성 관계

오연주 ( Yeon Ju Oh ) 한국사회과교육학회 2014 시민교육연구 Vol.46 No.2

쟁점 중심 교육에서 논쟁성은 쟁점의 정의에 내포된 핵심 속성으로 언급되거나, 내용선정 준거로서 강조된다. 논쟁성이 사회적으로 구성되며 상대적이라는 점을 고려한다면, 공공쟁점 중심 교육의 실천과 관련하여 쟁점의 논쟁성의 정도, 즉 논쟁도에 주목할 필요가 있다. 쟁점 중심 토론수업 실천에서 공공쟁점의 논쟁도가 어떤 의미를 갖는지를 탐구하고자, 사회과 교사 집단에 나타난 공공쟁점의 논쟁도와 이들의 역할 지향성 간의 관계를 분석하였다. 총 89개교에 재직하는 201명의 중등 사회과 교사를 대상으로 설문조사를 하여 자료 수집을 하였다. 분석결과를 정리하면, 다음과 같다. 첫째, 쟁점을 둘러싼 다양한 관점을 학습자들에게 소개하고 공정하게 다루려는 이른바 ‘균형’ 역할 지향성 사회과 교사가 높은 비중을 차지하나, 사회과 교사의 역할 지향성은 각 쟁점에 따라 유연하게 나타난다. 그러나, 공공쟁점에 대한 논쟁성을 수용하지 않는 ‘거부’ 역할 지향성 교사의 비중이 높은 쟁점일수록 ‘균형’ 역할 지향성 교사가 낮은 비중으로 나타났다. 둘째, 논쟁도가 낮은 쟁점을 다루는 사회과 수업일수록 왜곡된 토론학습 실천 가능성이 높다고 할 수 있다. 논쟁도가 낮은 쟁점에 대하여 사회과 교사는 자신이 선호하는 입장과 관점을 학습자에게 수용하도록 하는 이른바, ‘특권’ 역할 지향성이 더욱 뚜렷하게 나타났기 때문이다. 사회과 교사 집단에서 나타난 공공쟁점의 논쟁도와 각 쟁점을 다루는 토론수업에서 사회과 교사의 ‘특권’ 역할 지향성 간에 높은 부적 상관관계가 나타났다. 따라서, 논쟁도가 높은 공공쟁점으로 내용선정하는 것에 대한 우려와 반대가 있을 수 있음에도 불구하고, 논쟁도 높은 공공쟁점을 중심으로 한 토론수업일수록 진정성 있는 공공쟁점 중심 교육을 실천할 가능성이 높다는 것이다. It has been emphasized that controversy is critical attribute in definition of issues and a important criteria for selection of contents on issue-centered education. Considering that controversy is build up in social context, We should explore the degree of controversy of public issues. This study tries to comprehend about a practical meaning of controversy on public issues-centered classroom discussion. In order to comprehend about a practical meaning of controversy, this study analyzed the correlation between the degree of controversy on public issues and the orientation of social studies teacher`s role. It was made an analysis data of questionnaire of 201 Korean social studies teachers` in 89 middle or high school. The following is the conclusions. The first, while the highest rate of social studies teachers` role type of ‘Balance’ about given all issues, it is revealed that Korean social studies teachers have the flexible orientation of role type in issues-centered discussion. The teacher`s ‘Balance’ role try to openly introduce all perspectives on the issues. But the more ‘Denial’ role type social studies teacher come out, the less ‘Balance’ role type social studies teachers exist. There is negative correlation the ‘Denial’ role type social studies teacher between ‘Balance’ role type social studies teachers. The second, the more controversial issues are discussed, the less distorted practice of public issues-centered classroom discussion is done. Because the higher rate of ‘Privilege’ teacher`s role reveal when the lower controversial issues are discussed in the classroom. There is high negative correlation between the degree of controversy and rate of ‘Privilege’ teacher`s role type social studies teacher. Even though there are some opposite position or anxiety on higher controversial issues-centered classroom discussion, this study come to conclusion. The higher degree of controversial public issue were discussed, the more authentic classroom discussion.

디지털 기기 기반 직무 수행 시 인적오류위험성에 대한 실험적 평가

오연주 ( Yeon Ju Oh ),장통일 ( Tong Il Jang ),이용희 ( Yong Hee Lee ) 한국안전학회(구 한국산업안전학회) 2014 한국안전학회지 Vol.29 No.1

The application of advanced Main Control Room (MCR) is accompanied with lots of changes and different forms and features through the virtue of new digital technologies. The characteristics of these digital technologies and devices give many opportunities to the interface management, and can be integrated into a compact single workstation in advanced MCR so that workers can operate the plant with minimum physical burden under any operation conditions. However, these devices may introduce new types of human errors and thus a means to evaluate and prevent such errors is needed, especially those related to characteristics of digital devices. This paper reviewed the new type of human error hazards of tasks based on digital devices and surveyed researches on physiological assessment related to human error. An experiment was performed to verify human error hazards by physiological responses such as EEG which was measured to evaluate the cognitive workload of operators. And also, the performances of four tasks which are representative in human error hazard tasks based on digital devices were compared. Response time, β power spectrum rate of each task by EEG, and mental workload by NASA-TLX were evaluated. In the results of the experiment, the rate of the β power was increased in the task 1 and task 4 which are searching and navigating task and memory task of hierarchical information, respectively. In case of the mental workload, in most of evaluation items, task 1 and 4 were highly rated comparatively. In this paper, human error hazards might be identified by highly cognitive workload. Conclusively, it was concluded that the predictive method which is utilized in this paper and an experimental verification can be used to ensure the safety when applying the digital devices in Nuclear Power Plants (NPPs).

조직 내 팀워크 향상을 위한 커뮤니케이션

오연주(Yeon Ju Oh),이용희(Yong-Hee Lee) 대한인간공학회 2011 대한인간공학회 학술대회논문집 Vol.2011 No.10

The majority of operational work in high-risk industries is performed by teams rather than by people working in isolation. Given the importance of effective team working for maintenance of workplace safety, teams in high-risk work settings have become a key topic for researches. A team-work is affected by the collaboration and communication among operators under dynamic situation as well as by the cognitive process of each team member. An effective communication is a major measure to evaluate the team-work; especially it takes on importance to protect human error, safety and productivity of NPPs. The more clear and apparent communication in a team under specially the emergency situation is a critical key in MCR. The purpose of this study is to present effective communication methods for MCR operators to improve team work. First, it suggests improvements according to communication types after analyzing communication in MCR. Second, it presents the learning objective and training technique of communication which is one of the measure indexes for evaluating team work. The last, this paper expects the communication variations in Advanced MCR and suggests several improvement examples. The MCR based on the digital devices can be expected different properties by comparing with communication structure, method, and contents in existing MCR. Therefore, it needs to reanalysis communication to improve team work in the process Advanced MCR introducing.

공공 쟁점 사회과 토론학습에서 소극적 참여자의 정치적 효능감 증진 효과

오연주(Oh Yeon Ju) 한국사회과교육연구학회 2012 사회과교육 Vol.51 No.4

본 연구는 공공 쟁점 중심 사회과 수업 구현의 장애 중의 하나가 토론과정에서 발언을 하지 않는 소극적 참여자의 학습 효과에 대한 현장의 불확실성 혹은 불안에서 기인될 수 있다는 문제의식에서 출발하였다. 따라서, 공공쟁점 토론학습에서 소극적 참여자의 정치적 효능감 효과에 초점을 두어 그 효과성을 탐구하고자 하였다. 소극적 참여 집단과 다른 참여 양태를 보이는 집단들의 정치적 효능감 사전검사와 사후검사 결과를 수집하여, 이를 일원분산분석을 중심으로 비교하였다. 분석 결과는 다음과 같다. 첫째, 공공 쟁점 토론학습은 정치적 효능감 증진 효과가 있으며, 소극적 참여 학습자 집단은 다른 집단에 비하여 높은 정치적 효능감 증진 효과가 나타났다. 둘째, 공공 쟁점 토론학습 참여는 내재적 효능감 증진 효과가 나타났으며, 소극적 참여 학습자 집단이 다른 집단에 비하여 내재적 효능감 증진 효과가 낮다고 할 수 없었다. 마지막으로, 공공 쟁점 토론학습은 외재적 효능감 증진 효과가 나타났으며, 다른 집단에 비하여 소극적 참여 학습자 집단은 지속적으로 높은 외재적 효능감을 보이고 있었다. 소극적 참여 양태를 가진 학습자가 포함된 다양한 참여 양태를 가진 학습자로 구성된 사회과 교실 특성이 공공 쟁점 토론학습의 핵심 장애로 인식되는 것은 과도한 우려일 수 있다. One of the core obstacles on public issues discussion is social studies teachers’ anxiety which silent student scarcely learns in classroom discussion. This study explores to compare the political efficacy of different participating attitude groups. It was implemented the five weeks discussion program, the participant classified into three groups by number of their comments. This study was analyzed the effect of political efficacy of those groups with One-way ANOVA. The conclusion is followed. First, ‘The Silent Participant Group’ have more effective on political efficacy than other groups’, the program of public issues discussion make those participant students positive political efficacy. Second, it is no difference latent efficacy effect between ‘The Silent Participant Group’ and the other groups. And the program of public issues discussion have positive latent efficacy effect on those participant students. Last, ‘The Silent Participant Group’ keep higher extent efficacy and the program of public issues discussion have positive extent efficacy effect on those participant students. It is overstatement to be considered various attitude of participating students as a obstacle because ‘The Silent Participant Group’ have taken a good political efficacy effect depended on their peer’s communication.

공공쟁점 중심 사회과 토론수업에서 학생들은 왜 말하지 않는가?

오연주(Oh Yeon Ju) 한국사회과교육연구학회 2010 사회과교육 Vol.49 No.2

본 연구는 공공쟁점 토론학습에서 학습자들이 적극적으로 발언하지 못하는 이유를 탐구하여, 사회과 토론학습의 구현 가능성을 확대하고자 한다. 이를 위하여, 토론학습에서 서로 다른 참여 양태를 가진 학습자 간에 토론학습 관련 요소에 대한 인식 특성을 비교하였다. 발언 의향이 없으며 발언을 하지 않는 학습자들을 이른바 ‘회피적 참여 집단(Avoidant Participant Group: APG)’으로, 발언의향을 가지고 있으나 복수의 발언을 하지 못한 학습자들을 ‘수동적 참여 집단(Passive Participant Group: PPG)’으로 명명하여 이 두 유형을 소극적 학습자 집단으로 간주하였다. 분석 결과, 소극적 학습자들은 토론과 관련된 여러 요인에 대한 인식 특성을 가지고 있었다. 소극적 학습자에 속하는 APG와 PPG는 공통적으로 정보처리와 인성적 측면에서 토론 참여에 높은 곤란성을 인식하였다. APG는 다른 집단에 비하여, 토론주제에 대하여 낮은 친숙감과 낮은 토론의 유용감을 가지고 있었다. PPG는 APG보다도 인간관계적 측면과 시간적 제약이 있는 교실 운영에 대처하는 것에 곤란성을 더 명료하게 인식하였다. 사회과 토론학습에 참여한 학습자들이 적극적인 참여를 하지 못하는 이유가 토론 관련 요인들에 대한 이러한 인식과 관련될 것이므로 이들을 고려한 학습 전략이 필요하다. This study explored why are students silent in social studies classroom discussion on controversial public issues. This clarification the reason of students’ silence make a good classroom discussion. ‘Silent participant Group’ are two types, one is that has no intention of talking in classroom discussion and has no statement, called ‘Avoidant Participant Group: APG) and the other is that has an intention of talking but on more than 1 statement, called ‘Passive Participant Group: PPG). It was collated statistics among ‘Silent participant Group’ and ‘Voluntary Participant Group’ awareness on condition classroom . The data was analyzed with One-way ANOVA. The statistics figures shows that ‘Silent participant Group’ has many side of difficulty to positive participate classroom discussion. APG and PPG had more difficulty of ‘dealing with information’ and ‘shameful personality’ than ‘Voluntary Participant Group’ had. In addition to difficulty of ‘dealing with information’ and ‘shameful personality’, APG had more difficulty of ‘unfamiliar issues’ and ‘low judgment on discussion’ than other groups had, In addition to difficulty of ‘dealing with information’ and ‘shameful personality’, PPG had more difficulty of ‘interpersonal relationship’ and ‘limitation of regular hours’ than other groups had. PPG had a suffering of interpersonal relationship and losing the initiative chance of remark.

한국 중등 사회과 교사의 토론수업 인식 특성: 근거이론 접근

오연주 ( Yeon Ju Oh ) 한국사회과교육학회 2008 시민교육연구 Vol.40 No.3

The purpose of this study is to explore the Korean social studies teachers` cognition on classroom discussion. To research the characteristics on Korean social studies teachers conception of classroom discussion, it is approached Grounded Theory that the data on middle and high school social teachers` answers during In-depth interview. The Korean social studies teachers have 7 conceptions about classroom discussion, ``Discussion as Recitation``, ``Discussion as Teacher-directed Conversation``, ``Discussion as Students`` Open-Ended Dynamic Conversation``, ``Discussion as Posing Challenging Questions``, ``Discussion as Students`` Making Public``, ``Dealing with Social Problems in the World Outside the Classroom``, ``Discussion as Verbal Interaction Itself``. The Korean social studies teachers` conception of classroom discussion is Compared with the suggestion of educational researcher and American social studies teachers conception of classroom discussion in Larson(1995, 1997). The result reveal that Korean social studies teachers have peculiar cognition on classroom discussion. The Korean social studies teachers` peculiar cognition on classroom discussion are followed. Fist, It is possible that Korean social studies teachers have the loose conception of ``interactivity``. The ``interactivity`` is nature of classroom discussion. Second, It is possible for Korean social studies teachers to make divide teacher`s role into two part a cut, controling or control proof. No mater teachers` conception of discussion, they don`t realize their own role of equal debater that have a same rank with his students. Last, The Korean social studies teachers that should social studies class relate with the real world outside take a serious view of dealing the social problem aroused value conflict to students.