과학과 미술 통합프로그램이 초등과학영재의 뇌 활성에 미치는 효과

권영식 ( Young Sik Kwon ),이길재 ( Kil Jae Lee ) 한국초등과학교육학회 2013 초등과학교육 Vol.32 No.4

This study is to activate gifted students` brains for creativity ability and also an integrated science and art teaching program. The learning programs integrating science and art, which have 30 periods and 10 topics on art and the knowledge of science, were developed dependant on five steps - observing, having interests and curiosity, experimental designing and performing, internalizing, and expressing in an arts-based manner. This programs were applied to 20 senior gifted students in Y Elementary School in Gyeonggi province, by one group pretest-posttest design. The results from these integrated programs of science and art are as follows: First, in the performance of science tasks, prefrontal lobe(F7, FT7) of left brain increase the relative power of theta wave, whereas in the performance of drawing tasks increase the relative power of beta wave in prefrontal lobe(FP1) of left brain, bilateral frontal(F7, F3, Fz, F4, F8, FT7, FC3, FCz), bilateral temporal(T7, TP7, TP8, P7), parietal lobe of left brain(CP3, CPz, P3, Pz), bilateral occipital(O1, Oz, O2). Second, in the performance of science tasks, the relative power of beta wave activity in the left temporal lobe(T7) of the brains of talented students in science significantly decreased whereas it was greatly activated in another part, the left frontal lobe(F3) of the brain (p<.05). Third, in the performance of drawing tasks, the relative power of theta wave activity in five areas of the brain, namely the left temporal lobe(T7), the left frontal lobe(F3), the right frontal lobe(F4), and the left and right parietal lobes of gifted students in science who took the course of the integrated programs, was considerably increased statistically(p<.05). On top of that, these programs were especially effective in balancing the symmetrical development of both cerebral hemispheres by multiplying theta wave activity in the frontal lobes(F3, F4) and the parietal lobes(CP3, P3, P4), which are particularly related to creative thinking. According to the results of this study of brain-based teaching strategies combining science and art, it is an effective program to develop overall activate gifted students` brains for creativity ability. This is expected to be utilized to activate the brain areas for creativity of gifted students in science.

뇌과학의 교육학적 유용성과 한계성 탐색을 통한 통섭의 방향 정립

허영주 교육종합연구원 2012 교육종합연구 Vol.10 No.3

The recent rapid progress of Brain science and the active interdisciplinary collaboration between Brain science and Education research opens a new possibility. This study reviews how possibility of making a meaningful connection and integration between Brain science and Education. First, the analysis of Brain science' findings were collected through document review, told us two outcome for this. Connection of Brain science and Education have mean that it's findings will confirm educational theory and psychological theory and will provide new ideas about educational research. Second, this study indicates that the Brain science have limitations. Because it is unable to grasp how existential nature of man and an intrinsic transpersonal oriented attribute and educational activity. As a result, consilience for Brain science and Education have non-reductive and critical and creative consilience. And specific action plan set up at the two level. In the short run, education researcher provide study' subject of education for research subject of Brain science. And it's results make the best use of educational activities. In the long run, it embrace Brain mechanism as the research methodology of Education. And Brain mechanism and existing methodologies -behavioristic and hermeneutic, phenomenological, spiritual- is divide into and also actively interact. Even if it were so interact, the central thought research is fields of disciplinary as philosophy and psychology, Brain mechanism integrative way for offer scientific basis is as good.

뇌기반 교수·학습모형을 적용한 과학 수업이 초등학생의 과학 탐구 기능과 태도에 미치는 영향

권유지(Kwon, Yoo-Ji),김중욱(Kim, Joong Wook),이효녕(Lee, Hyonyong) 학습자중심교과교육학회 2018 학습자중심교과교육연구 Vol.18 No.23

본 연구는 뇌기반 교수·학습모형을 적용한 과학 수업이 초등학생의 과학 탐구 기능과 과학 태도 등 과학 학습에 미치는 효과를 분석하여 뇌친화적 학습 방법과 과학학습의 효과에 대한 시사점을 제공하는 데 목적이 있다. 경상북도 소재 C초등학교 1 개교, 5학년 2개 학급 학생 45명을 대상으로 6주간 ‘온도와 열’ 단원에 대해 실험반은 뇌기반 교수·학습모형을 적용한 과학 수업을, 통제반은 전통적 교과서·지도서 기반수업을 진행하였다. 과학 탐구 기능, 과학 태도에 대해 사전과 사후 검사를 실시하여 그 결과를 정량적·정성적 방법으로 분석하였다. 연구 결과는 다음과 같다. 첫째, ‘온도와 열’ 단원에 해당하는 교육과정을 재구성한 후 학생들의 사고 과정과 학습 이해도를 평가할 수 있는 학생 과학 탐구 워크북 및 활동지를 활용하여, 뇌기반 교수·학습모형을 적용한 과학 교수 학습 프로그램 및 학습 자료를 개발하였다. 둘째, 뇌기반 교수·학습모형을 적용한 과학 수업은 학생들의 기초 탐구 기능(관찰, 분류)과 통합 탐구 기능(변인통제)에서 통계적으로 유의한 차이를 나타났다. 셋째, 뇌기반 교수·학습모형을 적용한 과학 수업은 학생들의 과학 태도에 통계적으로 유의한 효과가 있는것으로 나타났다. 특히, 과학 태도의 하위영역인 호기심, 협동성 영역이 높게 향상되는 것으로 나타났다. 이 연구 결과를 종합하면, ‘온도와 열’ 단원에 뇌기반 교수·학습 모형을 적용한 수업은 전반적으로 효과적인 것으로 나타났다. The purpose of this study were to examine the effects of brain-based science teaching and learning model on elementary students’ science learning such as scientific inquiry skills and science related attitudes; and to suggest positive effect on the brain-based science teaching and learning and learning of science. For this study, a total of 45 elementary students from two classes of the 5th grade in C elementary school in K province. In the experimental group, instruction using a brain-based science teaching and learning model was implemented on the unit of the Heat and Temperature and in the comparison group, a traditional instruction based on a textbook, textbook manual was implemented on the same unit. The major results of this study were as follows: First, analyzing the curriculum about the unit of the Temperature and Heat, the lesson goal and teaching-learning activities were reorganized from the science studies achievement For applying brain-based science teaching and learning model to the science learning, science teaching learning program and learning materials were developed. Second, the brain-based science teaching and learning failed to have significant influence upon the whole in the scientific inquiry skills of 5th grader for elementary school. However, it was indicated to have positive effect on the observation, classification function in the basic exploration function domain, on the controlling variables function in the integrated exploration function domain. Third, the brain-based science teaching and learning had a positive effect on the science related attitudes, especially curiosity, cooperativity in science related attitude domain. In conclusion, the brain-based science teaching and learning on the unit of Temperature and Heat was effective in the science learning.

The Effect of Music Education Based on Brain Research and the Utilization of Music as Brain-Based Educational Methods

승윤희 한국교원대학교 뇌기반교육연구소 2018 Brain, Digital, & Learning Vol.8 No.3

Research on brain science emphasize balanced development of both right and left hemispheres in terms of education. After Roger Sperry announced his spilt-brain theory, it was generally thought that processing music information was the role of the right hemisphere. However, in reality, both hemispheres intervene in the process of music information and recent brain research proved that music education is activities that effectively develop the whole brain. Thus, the purpose of this study is to present the positive effects of music education based on research results of the brain science field related to music, and the fact that utilizing music in other subjects is a useful brain-based teaching method of 21st century education. For this, this study first reviewed the main brain theories and then described the concept of learning science, a concept combining brain science research findings to education. Afterwards, this study focused on literature contents suggesting the active usage of music and movement in learning. Such literature contents are about brain-based learning strategies, principles or ideas. Music education itself is a meaningful arts education and utilizing music in other subjects is a brain-based educational method where learning-enhancement and whole brain development can be expected. Therefore, the need for further research on other subjects utilizing music has been presented.

The Differences of the Conception for Human Brain on High School Students according to The Completion of ‘Life ScienceⅠ’

변정호(Jung-Ho Byeon) 한국교원대학교 뇌기반교육연구소 2021 Brain, Digital, & Learning Vol.11 No.1

The purpose of this study is to investigate the misconception of the human brain according to completion of life science Ⅰ on high school students. Generally, the misconception of the human brain is called ‘Neuromyth’, because it would apply the knowledge from neuroscience to education through misunderstanding or misusage. The researcher recruited 104 high school students to analyze their misconception of the human brain, and divided them into two groups depending on the completion of life science; completed 54 students and not completed 50 students. All of the students fill out the survey to check the misconception, 16 questions in the survey were composed of three domains like learning, the function of the brain, structure of the brain. The researcher marked the score of each questionary whether correct, neutral, incorrect answer, and analyzed three domains score and total score about misconception by one-way ANOVA. The researcher was able to conclude as follows through the results of misconception analysis of the brain. First, high school students had various misconceptions related to the human brain. According to the result, it found out more than 50% of students had misconceptions of the brain in 7 out of 16 questions. Second, there are differences in misconceptions of the brain depending on whether or not students completed life science I. A result of statistical, it significantly found the difference between the two student groups. Third, there is a difference of the possibility for correcting misconceptions by the application of the life science curriculum. The misconception of brain function could change to the scientific conception more effective than other misconceptions because the statistical difference was found on the misconception of brain function.

The Effect of Music Education Based on Brain Research and the Utilization of Music as Brain-Based Educational Methods

Yunhee Seung 한국교원대학교 뇌기반교육연구소 2018 Brain, Digital, & Learning Vol.8 No.3

Research on brain science emphasize balanced development of both right and left hemispheres in terms of education. After Roger Sperry announced his spilt-brain theory, it was generally thought that processing music information was the role of the right hemisphere. However, in reality, both hemispheres intervene in the process of music information and recent brain research proved that music education is activities that effectively develop the whole brain. Thus, the purpose of this study is to present the positive effects of music education based on research results of the brain science field related to music, and the fact that utilizing music in other subjects is a useful brain-based teaching method of 21st century education. For this, this study first reviewed the main brain theories and then described the concept of learning science, a concept combining brain science research findings to education. Afterwards, this study focused on literature contents suggesting the active usage of music and movement in learning. Such literature contents are about brain-based learning strategies, principles or ideas. Music education itself is a meaningful arts education and utilizing music in other subjects is a brain-based educational method where learning-enhancement and whole brain development can be expected. Therefore, the need for further research on other subjects utilizing music has been presented.

초등과학교육에의 적용을 위한 뇌-기 반 학습 연구의 교육적 의미 분석

최혜영 ( Hye Young Choi ),신동훈 ( Dong Hoon Shin ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.1

The purpose of this study was to analyze 181 papers about brain-based learning appeared in domestic scientific journals from 1989 to May of 2012 and suggest application conditions in elementary science education. The results of this study summarizes as follows; First, learning activity suggested by brain-based learning study is mainly explained by working of brain function. Learning activity explained by brain-based learning study are divided into ‘learning according to specialized brain function, learning according to brain function integration and learning beyond specialization and integration of hemispheres’. Second, it searched how increased knowledge of brain structure and function affects learning. Analysis from this point of view suggests that brain-based learning study affects learning in many ways especially emotion, creativity and learning motivation. Third, brain-based learning study suggests various possibilities of learning activity reflecting brain plasticity. Plasticity which is one of most important characteristics of brain supports the validity of learning activity as learning disorder treatment and explains the possibility of selective increment of brain function by leaning activity and the need of whole-brain approach to learning activity. Fourth, brain-based learning brought paradigm shifts in education field. It supports learning sophistication on the understanding of student`s learning activity, guides learning method that reflects the characteristics of subject and demands reconstruction of curriculum. Fifth, there are many conditions to apply brain-based learning in elementary science education field, learning environment that fits brain-based learning, change of perspectives on teaching and learning of science educators and development of brain-based learning curriculum are needed.

초등 과학영재와 일반학생의 뇌 활용 성향에 따른 과학적 의사소통능력 비교

고정창 ( Jung-chang Ko ),최선영 ( Sun-young Choi ) 韓國生物敎育學會 2017 생물교육 Vol.45 No.2

The purpose of this study was to compare sci-entific communications skills according to brain dominance of students between a science gifted class and a general class in elementary school. The subjects for this study com-posed of 78 science gifted students and 75 general students in Incheon metropolitan city. The results of this study were as follows. First, as a result of comparing the brain dominance of elementary science gifted students and general stu-dents, it was found that both the gifted students and general students preferred the integrated brain. Second, as a result of comparing the scientific communication skills of the elemen-tary science gifted students with the general students, the elementary science gifted students were higher in all areas than the general students, and there was a statistically significant difference. Third, as a result of comparing types and forms of scientific communication skills according to brain dominance, elementary science gifted students in the left brain dominance group had high scientific claims in scientific communication types, and high in element of sen-tences, numbers and figures in science communication forms, there was a statistically significant difference. In the right-brain dominance group, the elementary science gifted students were high in both scientific explanations and claims, and both the sentences, numbers, diagrams, and figures were high in the forms, which was statistically significant. In the integrated brain dominance group, the elementary science gifted students were also high in both scientific explanations and claims in types, and they were high in sentences, num-bers and diagrams, which was statistically significant.

과학 교수-학습 프로그램의 두뇌기반 분석을 위한 두뇌맞춤지수 산출식 개발

이일선 ( Il Sun Lee ),이준기 ( Jun Ki Lee ),권용주 ( Yong Ju Kwon ) 한국과학교육학회 2010 한국과학교육학회지 Vol.30 No.8

이 연구의 목적은 과학 교수-학습프로그램의 두뇌기반 분석을 위한 정성적ㆍ정량적 분석방법을 제시하는 것이다. 연구목적 달성을 위해, 첫 번째로 두뇌기반 분석을 위한 분석방법의 고안에는 중학교 과학 교수-학습프로그램 중 한 단원을 연구대상으로 선정하여 분석하였다. 제시된 분석방법의 유용성 검증에는 7차 및 2007 개정 교육과정의 초등학교 과학 교수-학습프로그램 중 네 단원을 연구대상으로 선정하여 검증하였다. 그 결과, 교수-학습 프로그램을 CORE Brain Map을 통해 정성적으로 컨설팅 할 수 있었다. 또한 네트워크 이론으로부터 정량적 분석을 위한 두뇌맞춤지수 산출식(BCI=L(o)/11(N(o)-1·(4)Σ(i=1) ι(i)w(i))을 유도하였다. 이를 통해 단원 및 교육과정에 따른 연구대상 교수-학습프로그램들 간의 정량적 차이를 확인할 수 있었다. 이 연구를 통해 개발된 두뇌기반 과학 교수-학습 프로그램의 정성적ㆍ정량적 분석방법은 두뇌기반 다양한 과학 교수-학습 프로그램의 분석 및 진단에 활용 가능할 것으로 전망된다. The purpose of this study was to develop the brain compatibility index equation for the brain-based analysis method of science teaching-learning program. To develop the index equation, one sample unit in middle school science programs was selected and analyzed by the brain-based analysis frame (CORE Brain Map). Then, the index equation was derived by the CORE Brain Map. In addition, four sample units in elementary science programs were selected to validate the brain compatibleness index equation. From the random network theory of Erdos and Renyi, this study derived the brain compatibility index equation; (BCI=L(o)/11(N(o)-1·(4)Σ(i=1) ι(i)w(i)) for quantitative analysis of science teaching-learning program. With this equation, this study could find the quantitative difference among the teaching-learning programs through the unit and curriculum. Brain-based analysis methods for the qualitative and quantitative analysis of science teaching-learning program, which was developed in this study is expected, to be a useful application to analyze and diagnose various science teaching-learning programs.

뇌 과학의 스포츠심리학 적용 방안 고찰: 뇌 가소성과 자기 뇌조절의 관점에서

김민정 국제문화&예술학회 2023 국제문화예술 Vol.4 No.1

Purpose: This study aimed at the brain is one of the physiological organs responsible for the human mind and behavior. The rapid development of brain science has made it possible to visibly confirm psychology from neuroscientific and cognitive aspects as psychological and psychological responses according to the function of the brain. This study examines prior brain science studies applied to sport psychology, and discusses the possibility and development prospects of using sports psychology for brain plasticity. Methods: Through a qualitative review of prior research related to the brain in sport psychology, the knowledge and application fields of brain science were overviewed. Studies of differences in exercise-related brain activity, brain function in athletes, and the brains of athletes have helped improve the efficiency of learning motor skills. Biofeedback and neurofeedback for objective measurement of psychological variables have been applied to the field of motor learning and control to improve performance. Brain plasticity, based on neuroscientific theory, has been applied to image training and rehabilitation of injured athletes with sports injuries with mirror neurons. Conclusion: The application of sport psychology in brain science can visualize the invisibility of the mind in existing knowledge systems, providing objective measurement and academic understanding of psychology related to performance. Repetitive training by brain plasticity can be one of the psychological skills training by promoting brain activation, and can also be applied to rehabilitation training of injured athletes with sports injuries. Through this, it is expected that applied sport psychology as an interdisciplinary discipline that can be applied to the field will provide useful basic information for related research in the future. 연구목적: 뇌는 인간의 마음과 행동을 주관하는 생리 기관의 하나이다. 뇌 과학의 급격한 발전은 뇌의 기능에 따른 심리 및 심리 반응으로 신경과학적, 인지적 측면에서 심리를 가시적으로 확인할 수 있게 되었다. 본 연구는 스포츠심리학에 적용된 뇌 과학 선행연구들을 고찰하여, 이 중 뇌 가소성의 스포츠심리학 활용의 가능성과 발전 조망을 논의한다. 연구방법: 스포츠심리학에서 뇌와 관련된 선행연구의 질적고찰을 통해, 뇌 과학의 지식과 적용 분야를 개괄적으로 확인하였다. 운동 관련 뇌 활동과 운동선수들의 뇌 기능 차이, 운동선수의 뇌에 대한 연구는 운동기술 학습의 효율성에 도움이 되었다. 심리적 변인의 객관적 측정을 위한 바이오피드백과 뉴로피드백은 경기력 향상을위한 운동학습과 제어 분야에 적용되었다. 신경과학적 이론에 기초한 뇌 가소성은 심상 훈련과 거울 뉴런으로 스포츠 손상을 입은 부상선수의 재활훈련에 적용되었다. 연구결과: 뇌 과학의 스포츠심리학적 활용 및 적용 방안은 5개의 세부주제로 분류하였다. 첫째, 심리의 과학적 실증적 적용, 둘째, 신체활동의 뇌 과학적 효과, 셋째, 훈련으로 변화가 가능한 신경가소성, 넷째, 이미지트레이닝과 같은 거울뉴런, 마지막으로 압박을 극복하는 자기조절 측면으로 고찰되었다. 결론: 뇌 과학의 스포츠심리학 적용은 기존의 지식 체계에 마음의 비가시성을 가시화하여 경기력과 관련된 심리의 객관적 측정과 학문적 통섭을 제공할 수 있다. 뇌 가소성에 의한 반복적 훈련은 뇌 활성화를 촉진 시켜 심리기술 훈련의 하나가 될 수 있으며, 스포츠 손상을 입은 부상선수의 재활훈련에도 적용될 수 있다. 이를 통하여 현장에 적용할 수 있는 융합적 학문의 응용 스포츠심리학으로 향후 관련 연구에 대한 유용한 기초 정보를 제공할 수 있을 것을 기대한다.