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기초화학 교과에서의 주제별 모듈을 활용한 융합적 수업 모형의 운영 및 결과 분석
황은경(Hwang, Eunkyung) 다빈치미래교양연구소 2019 교양학연구 Vol.0 No.10
This study have developed and operated the integrated module system by subject for basic chemistry class with a focus on strengthening competencies which are collaborative working skills, analytic thinking skills, communicating skills, and etc. The questionnaire items was constructed and anlayzed in the following way. 1) Test of Science-Related Attitudes 2) Motivated Strategies for Learning Questionnaire 3) Class Satisfaction. We discussed some of lecture outcomes based on a survey by the students after completing the course. Four conclusions can be drawn from the findings of this study. First, the theoretical module system was actually performed well with practical frame works. Second, application of this system make effects on the taking a class. Especially, the module which are converged with lecture, experiment and science writing make positive results on enhancing academic achievement and interest. Third, it is necessary to improve the other module which are consisted of lecture, discussion/debate and logical writing. Fourth, making a evaluation system of wiring activities was found to be important to be further improved. It is expected that the findings could be helpful for developing a integrated curriculum in various BSM class.
대학 기초 과학 수업에서의 인공지능 기반 적응형 학습 시스템의 도입과 적용에 관한 탐색적 고찰 : 일반화학 수업 사례 중심으로
황은경(Hwang, Eunkyung),신종호(Shin, Jongho) 한국교양교육학회 2021 교양교육연구 Vol.15 No.6
본 연구는 2020년 2학기와 2021년 1학기의 2개 학기 동안 일반 화학 교과목에서 적응형 학습 프로그램 으로서의 ALEKS 활용 사례를 통하여 향후 교양 기초 과학 교육에서 인공지능을 활용한 수업 운영에 관련하여 고려할 점들과 그 방향성에 관련한 제언을 서술하였다. 본 연구에 따르면, 인공지능 기반의 적응형 학습 시스템의 활용은 기초 개념 학습에 있어 개별적 학습 지원을 통한 학습 성과 향상에 기여하는 것으로 보인다. 또한 학생들의 학습 진행 상황을 반영한 수업 운영을 통해 학습 흥미도 향상에 영향을 미치는 것을 볼 수 있었다. 이를 통해, 인공지능 기반의 적응형 학습 시스템은 기초 학력 수준에 따른 개별 학습으로부터 자기 주도 학습의 역량에 따라 개념 학습을 유도하는 지식 강화에 효과적인 방안이 될 것으로 예상된다. 그러나 이러한 탐색적 연구들이 교양 교육의 목표를 고려한 기초 과학 교육으로서의 역할을 고려한 실제 교수 환경에서 유의미한 효과들을 만들어내고 지속하기 위해서는 시스템에서 사용된 교과목 내용 체계, 시스템의 산출 데이터를 비롯한 시스템 활용 방식 등에서 유연한 접근이 필요하다. 또한, 개념 이해를 토대로 한 인식의 확장과 과학적 사고를 중심으로 하는 다양한 상호작용이 이루어지는 창의적 수업 구성과 교과목 개발이 필요한 것으로 보인다. 본 연구는 인공지능 기반 적응형 학습 시스템의 기초 과학 교과목 도입과 적용에 관련한 기초자료가 될 것으로 생각한다. Artificial Intelligence is the technical foundation of the Fourth Industrial Revolution, leading innovation and change in various areas of society as a whole. Even in the education area, AI-based learning systems have the potential to be used in adaptive classes and to take into consideration the students’ learning situations. This study focused on the use of ALEKS as an AI-based system on an adapted learning system in a general chemistry class for the second semester of 2020 and the first semester of 2021, and suggested factors to consider when operating AI-applied classes. According to our study, AI-based adaptive learning systems have contributed to the improvement of conceptual learning through individual learning support and learning interest and through class operations measuring the students’ learning progress. However, in order for these exploratory studies to produce real and meaningful effects, flexible access is requires in the use of course content, learning data and systems. In addition, it seems that creative class composition and curriculum development are needed, with the application and expansion of concepts taking place in various interactions. Finally, our exploratory research will be the basis for the introduction and application of a basic science class involving AI based adaptive learning systems.
초등학교 5 · 6학년 영어 교과서의 통사적 복잡성 비교 분석
황은경 ( Hwang Eunkyung ),박광현 ( Park Kwanghyun ) 현대영어교육학회 2024 현대영어교육 Vol.25 No.-
This study examines the syntactic complexity of English textbooks used for 5th and 6th graders in Korea under the 2015 revised national curriculum. As textbooks play a critical role in language acquisition, the current research utilized the L2 Syntactic Complexity Analyzer (L2SCA) to measure and compare the structural intricacies of the sentences used in these textbooks. The analysis spanned 14 syntactic complexity indicators across 10 textbooks, with the results revealing significant differences in complexity levels between the different target grades, suggesting an incremental increase in linguistic challenge. Variations in complexity were also noted across different publishers, with some textbooks not meeting expected progression standards, which could potentially affect their language learning efficacy. This inconsistency highlights the need for a more systematic selection criterion for educational materials. These findings are expected to provide valuable insights for educators, textbook developers, and policymakers, and in particular, they emphasize the importance of aligning textbook content with linguistic development stages to enhance English language education in elementary schools. This paper also provides directions for further research examining the impact of syntactic complexity on language proficiency, such as proposed adjustments in curriculum design to better serve educational goals and student needs.
Analysis of Lexical Complexity in Korean EFL Students’ Narrative Writing
황은경(Eunkyung Hwang) 한국영어교과교육학회 2013 영어교과교육 Vol.12 No.3
The present study investigates the degree of lexical complexity in Korean EFL college students’ narrative writing. This study was based on data provided by 319 female college students, who participated in a web-based writing test with a given topic, and their writings were scored by e-rater??. All of the scored writings were divided into four proficiency levels to compare the level of lexical complexity and consisted of three sub-dimensions: lexical density, lexical sophistication, and lexical variation. In order to assess the lexical complexity, nine sub-variables were analyzed using the L2 Lexical Complexity Analyzer. The results revealed that only lexical variation showed significant progress tendencies as L2 writing proficiency increased. Otherwise, lexical density and lexical sophistication did not indicate significant group differences, regarding the different proficiency levels. Based on the overall findings of the study, lexical variation showed better significant group differences among lexical complexity across L2 proficiency levels, and in particular, CTTR and RTTR were the most reliable predictors to indicate the group difference in narrative writing.
정재원(Chung ChaeWeon),황은경(Hwang EunKyung),황신우(Hwang ShinWoo) 대한종양간호학회 2009 Asian Oncology Nursing Vol.9 No.2
Purpose: The study was aimed to investigate the levels of marital intimacy and quality of life (QOL) among women with breast cancer. Methods: As a descriptive study, a total of 67 married women with breast cancer was recruited via convenient sampling from a breast clinic in an university hospital. A structured, self-reported questionnaire was administered to the participants. Results: The most participants were housewives in their 40s and 50s, and were in high socioeconomic status. Two thirds of women perceived the marital intimacy with their spouse were increased after the diagnosis of breast cancer. Women’s marital intimacy significantly differed by their levels of education. The level of cognitive intimacy was the highest among the subscales, whereas, sexual intimacy was the lowest. The family factor of QOL showed the highest score, and there were differences in QOL by employment status and cancer stage. The QOL and marital intimacy were not correlated significantly. Conclusion: Further research on the couples with breast cancer and intervention for increasing their marital intimacy are needed in the future.
류호열 ( Ryu Hoyeol ),최선희 ( Choi Sunhee ),황은경 ( Hwang Eunkyung ) 글로벌영어교육학회(구 호남영어교육학회) 2019 Studies in English education Vol.24 No.4
The purpose of this study is to investigate English learning motivation of vocational high school students and the factors that affect their motivation. A total of 228 students enrolled in a technical high school in Daegu participated in the study. The participants were all male and spread out over three grades. They answered a questionnaire developed by Taguchi, Magid and Papi based on Dörynei’s L2 motivational self system. The questionnaire consisted of 42 items that were categorized into 10 sub-factors. In addition, a semi-structured interview with one of the English teachers working at the school was conducted. The quantitative data analyses reveal that the participants are motivated to learn English to pass tests or get better jobs while they have positive attitudes toward English culture and cultural products. Interestingly, however, the results of the qualitative data analyses somewhat contradict the quantitative analyses. Discussions and suggestions are made for future research and English education for vocational high school students.