지식(知識)의 사회적(社會的) 성격(性格)에 대한 Piaget의 인식논(認識論) 비판(批判)

김억환 ( Uk Hwan Kim ) 건국대학교 교육연구소 1988 교사와 교육(구 교육논집) Vol.12 No.-

This thesis discerned a certain ambiguity with respect to the social component of knowledge in light of Piagetian epistemology. However, the theory is an empirically based theory which avoids the problems which originate from a dualistic philosophy by virtue of its interactive view of the subject-object relationship. The knowledge within the child is not developed by the internalization of the culture. The development of knowledge occurs along with an increasing integration of the growing child into changing patterns of social relationships. This process of social integration accentuates a progressive decentration of the child`s thinking such that the structures of mature thought assume a form which not only organizes the individual`s activity with respect to the physical world but also provides the basis for interindividual communication and cooperation. ``The bulk of research carried out by Piaget shows a general insensitivity to the cultural context of thinking, and has lent credence to the belief that his epistemology proposes a maturationist view of intellectual development. The theory is quite unambiguous in according equal importance to both environmental and internal organizational factors but he has led his followers astray by the disproportionate amount of energy directed at refuting an empiricist theory of knowledge. We might conclude that Piaget has been too simplistic in his approach to the interrelationship between social and cognitive structures. In particular, the constraint-cooperation continuum which he characterizes different kinds of social relationships seems inadequate in the light of the potential complexity of different kinds of social interaction.

F. Bobbitt의 후기 교육과정관 연구

김억환 ( Uk Hwan Kim ),김부국 ( Boo Kuk Kim ) 건국대학교 교육연구소 1997 교사와 교육(구 교육논집) Vol.21 No.-

Bobbitt`s scientific approach to curriculum-making was rooted in the concept that human life was a series of discrete activities. In the early pronouncements that orientation led him to the adult-centered approach and to the side of mechanistic psychology. By the mid-1920`s, though using the same life-activity base, Bobbitt had turned his attention to the world of the child as it was lived in the here and now. From the later viewpoint he felt it was the business of education to teach growing individuals to perform the activities of life which constituted the highest level for their age. Bobbitt brought the learner and the immediate(rather than the future) environment together. The learner and the environment became the focal point of consideration and experience the means of education. Educational possibilities were tied with individual child wants, needs, and goals. Activities, then, took on meaning for the child as they were related to the desired goal. Thus, the interest, goal, a purpose of the individual became the major point of reference for organizing the curriculum under Bobbitt`s evolving concept.

삐아제의 개념(槪念)에 기초(基礎)한 사회과(社會科) 수업전략(授業戰略)

김억환 ( Uk Hwan Kim ),조성일 ( Sung Il Cho ) 건국대학교 교육연구소 1982 교사와 교육(구 교육논집) Vol.6 No.-

In Piagetian scheme, children`s classification behavior plays a significant role in the development of logical thinking, and classification ability develops when children understand that instances (objects, events and persons) are multi-dimensional. Furthermore, atltributes can be used as bases for forming classifications. Children should be shown that single attributes can also be combined to form new sub-classes. That is, they must be able to co-ordinate two or more attributes. In connection with this ability children must also develop intellectual operations called reversibility and reciprocity. At last, this paper demonstrated a teaching strategy for social studies through the use of discovery ptocedures in developing classification ability of children.

학업성취(學業成就)와 관련(關聯)된 가정환경변인(家庭環境變因), 학습풍토변인(學習風土變因), 교사변인(敎師變因)에 대한 통합분석(統合分析)

김억환 ( Uk Hwan Kim ),오성삼 ( Sung Sam Oh ),구병두 ( Byung Doo Ku ) 건국대학교 교육연구소 1990 교사와 교육(구 교육논집) Vol.14 No.-

This study was designed to synthesize quantitatively the master`s theses and doctoral dissertations focusing on effects of academic achieverments in socio-psychological variable group. This task was accomplished by utilizing the meta-analysis technique of research integration as defined by Glass(l982). Basically, meta-analysis is a statistical analysis of the summary findings of many empirical studies. Its purpose is to draw reliable and general conclusions from a large and complex body of literature on a common topic. Thus, the primary purpose of this study was to conduct a quantitative synthesis of 44 master`s these and doctoral disisertations focusing on the effects academic achievements in social-psychological variable group. The socio-psychological variable categorized three independent variables in this study. These three independent variables are home environment. learning chimate, and teacher trait. This study also assessed thee relationship between moderator variables and effect size. The moderater variables investigated included grade, curriculum area, experimental period, number of subject, source of studies, sex, geographic area, and school type. This study set the following questions to be answered. Problem 1: How large are the effect sizes of the three independent variables selected in this study? problem 2: How large are the effect sizes of the interaction effect between three independent variables and eight moderator variabes? The standard procedures analogous to those performed during primarey research was used in this meta-analysis: locating studies (data collection), coding the characteristics and outcomes of the studies (evaluation of data points) and using statistical procedures of metaanalysis in order to describe the overall and subs ample effects (data analysis and interpretation). The result of this study may be summarized as follws. 1. The grand average degree of effects of the academic achievement factors proposed in this study turned out to be .66. This means that if the average size effects of the academic achievement factors of the controlled group is 50 percentile in the normal distribution, that of the experimental group becomes 74.54 percentile. As it were, the latter surpasses the former by 24. 54 percentile. 2. Among the three independent variables of academic achievemet proposed in this study, teacher trait variable showed the highest effect size, its effect size being. 861. The second highest one is home environment variable whose effect size is .615. On the other hand, learning climate variable was proved to have the lowest effect size in this study. 3. The teacher trait variable had the most effect on academic achievements regardless of male or female, grades (ages) and subjects.

교복자율화(校服自律化) 채택행동(採擇行動)과 관련(關聯)된 학교장(學敎長) 특성(特性)에 관(關)한 연구(硏究) -서울시내(市內) 고읃학교(高等學校) 교장(校長)을 중심(中心)으로-

김억환 ( Uk Hwan Kim ) 건국대학교 교육연구소 1980 교사와 교육(구 교육논집) Vol.5 No.-

Upon giving all secondary schools on the nation an autonomy of adopting a unique style of school uniform in the beginning of the year of 1980, the two distinctive patterns become immediately noticeable among the schools between the early adopter and the non-adopter in this pattern of choice. In connection with this pattern, it was assumed that the personal characteristics of the principals have something to do with this pattern of choice. This survey revealed that the personal characteristics which significantly related to the early adopter tended to include such as food taste, character, travel experience, venturesomeness, money borrowing habit, frequent dialog, paying coffee money for others, frequency in mass communication contact, and growth pattern, of the principals.

유아(幼兒)의 놀이 양식(洋式)과 발달(發達)과의 관계(關系)에 관한 연구(硏究)

김억환 ( Uk Hwan Kim ),홍성미 ( Seong Mee Hong ) 건국대학교 교육연구소 1993 교사와 교육(구 교육논집) Vol.17 No.-

The present study is an attempt to clarify the relation between children`s play styles and development. To find out this relationship, the researcher investigated the play styles and development of one kindergarten class of 31 children of the age 5 Dajon city. The purposes of this study are mainly two fold: The first purpose was to identity a number of features of children`s play styles. The second purpose of this study was to confrm the relation between play styles of these kindergarten children and development, in order to suggest some curriculum plans for kindergarten teachers. To observe individual children`s play behavior the researcher utilized serveral instrument such as recorder, video camera, interview, check list, in classroom, auditorium, and play ground. To clarify the relation between children`s play style and development, the researcher utilized keele preschool assessment program. The program are divided cognition, Socialization, physical skills, linguistic skills and emotion As a result of this study, the researcher could identify 12 play style features. They are verbal play, nonverbal action, Social influences, environmental influences, moods, play tempo, humor, physical makeup, focus, motivation, preferences, recognition of sexual role. These twelve Play style features are not Common to all 31 children. Rather every individual Children`s play style was different. Such differences may suggest that children`s play is only spontaneous activities in human life without any constraint of adults. As to the second purpose of the study, the researcher could confirm relationship between play style features and child development. The researcher could confirm the intimate relationship between cognitive development and verbal play, environmental influences, play tempo, preferences, physical makeup, recognition sexual role. But the researcher could not confirm the intimate relationship between cognitive development and nonverbal action, motivation, social influences, moods, humor, focus. With the above stated Conclusions, the researcher may purpose the followings: Play allows children to be themselves. Thus play is a medium which allows teachers to know the individual child better, so that she could design curricular plan appropricate for individual child`s preferences. This may mean that the future study of play must focus on individual play style rather than the play patterns based on certain developmental stages.

비고츠키 이론에 기초한 유아의 자기조정 능력의 발달

김억환 ( Uk Hwan Kim ) 건국대학교 교육연구소 1998 교사와 교육(구 교육논집) Vol.22 No.-

A variety of Vygotskian socio-instructional perspectives have been discussed, including perspectives of reciprocal teaching, cognitive coaching, scaffolding and cooperative learning. All of these perspectives have as their basis social mediation, shared knowledge, and mutual flow of communication between learners and instructors. The significance of instruction within the child`s zone of proximal development is of particular interest. The child has skill~ and interests that are already developing in particular domains but social mediation and conjoint cognitive participation by adults is essential to the child` internalization of the cognitive skills. It has been argued that scaffolded instruction within the child`s zone of proximal development is the key to self-regulated learning. An overarching goal of instruction is to help the child internalize the learning skills so that control of learning is gradually transferred to the child who must eventually take responsibility for self-regulation. Vygotsky proposed that both the instructor and learner participate in the choice of tasks in which the learner is to engage, choice in goals, and choices in the use of both internal and external resources the learner may wish to use. The functional system of adult-child joint participation in problem solving is organized by the mutually determined task definitions, promoted activities, and hard and soft technologies available through the culture. This Vygotskian formulation of the essential means through which the social world guides the child in the development of individual functions, skills and capabilities, is the central tenet of the discussion in this paper.

선천적(先天的) 언어능력(言語能力)과 학습(學習)

김억환 ( Uk Hwan Kim ) 건국대학교 교육연구소 1977 교사와 교육(구 교육논집) Vol.2 No.-

This paper was designed to explore the relationship between innate capacity and language acquisition, in an attempt to find some educational implications for teaching and learning. The writer reviewed the nature-nurture controversy, suggesting that this controversy was encountered in the various theories of language acquisition, that is, the reationalistempiricist debate. He observed, through the various types of innate theories, that a satisfactory explanation of language development depends upon some important biological givens which include certain innate structures or capacity such as the concept of a sentence. Children are prepared by their biological makeup to develop language in a sequential fashion; prelinguistic and early linquistic behavior are determined primarily by maturational processes. Even the rationalists accept that experience has very much to do with native language acquisition during the early years. Ovbiously, some experience is necessary-a child must hear a language in order to speak it-but only to "activate" the child`s innate capacity. Once activation has occurred, language is developed rapidly and rather effortlessly despite the enormous complexity of the task. It follows that the rationalist is most interested in marshaling evidence for this position, including the identification of universals. At the very least, he questions the adequacy of concepts like imitation and reinforcement for "explaining" basic language development. In contrast, empiricist assumes that experiential factors are powerful determinants of language acquisition. The idea of innate linguistic structures is not taken as seriously as the notion that social forces shape the course of language development is much the same way that they shape other aspects of human development. A species-unique, highly specialized ability to learn language is seriously questioned. The writer maintained, however, that the conflict between rationalist and empiricist is more a mater of degree than irreconcilable difference. Some points of convergence between the two positions even exist. For example, representatives of both groups agree that language is acquired in a social context, that group differences in linguistic performance exist On the basis of the aboves, the writer pointed out that the most important indicator of the child`s total language development is his oral language which also depends on listening. The school must provide ample opportunities for children to listen. Since language is the major means used in thinking, it is in this manner that he can be helped to improve his intelligence. If thinking can be improved markedly, then these children will be able to take advantage of programs designed to help them acquire skills needed to survive in this world. The school should provide more effective language instructions than are presently being offered. Children whose principal language form is a dialect may be handicapped in all instructional situations. The studies show, however, that no language system, whether it be standard language or dialect, actually, is superior to any other in terms of indicating more sophisticated thinking skills. Such recognition demands that the teachers` task, then, is not so much to attempt to mold the child`s language to adult or other acceptable standards as it is to help the child grow in the capacity to manipulate his own language with increasing flexibility in gaining and expressing ideas. This means putting him in touch with a wide variety of experience for language development.

Piaget이론(理論)에 기초(基礎)한 국민학교(國民學校) 자연과(自然科) 교육과정(敎育課程) 분석(分析)

김억환 ( Uk Hwan Kim ),정민자 ( Min Ja Jung ) 건국대학교 교육연구소 1986 교사와 교육(구 교육논집) Vol.10 No.-

With the supposition that if a real learning could be achieved, it should be based on the development, the purpose of this study is to investigate a relationship between cognitive ability of children and curriculum materials. The problems to study are as follows: 1. What are the intellectual developmental stage levels of the 5th and 6th elementary school students? 2. How high level of development is required of the objectives of the science curriculum given to these students? 3. Are the levels of cognitive development of children consistent with those of science curriculum? 4. What are the differences between each developmental stage of children and achievement levels of science and mathematics? To examine those problems, following methods are used in this study. To measure the level of intellectual developmental stage of children, SRT (Science Reasoning Tasks)-Task 2 developed by M. Shayer was employed and CAT (Curriculum Analysis Taxonomies) was employed to measure the objectives of science and math curriculum. Using these procedure following results were obtained: 1. The cognitive level of most 5th and 6th elementary school students in Korea, in general, stays in the concrete operational stage and none reached the formal operational stage. 2. The required level of science curriculum in elementary school is 46.4% for concrete operational stage and 53.6% for formal operational stage. 3. Comparing 1 with 2, the intellectual level of children, in general, is somewhat higher than that required by curriculum materials. Almost all the elementary school students must have difficulties in school learning. 4. The children in the formal operational stage showed higher degree of academic achievements than those in the concrete operational stage. In conclusion, the understaning and application of Piaget`s theory suggests a means of facilitating a better match between the curriculum and the mental abilities of the learner. Further study designed to improve this match should provide direction for the enhancement of student achievement.

학생의 지적 수준과 교과서의 개념적 수준사이의 관계

김억환 ( Uk Hwan Kim ) 건국대학교 교육연구소 1986 교사와 교육(구 교육논집) Vol.10 No.-

This study intends to provide a means of facilitating a closer match between the cognitive levels of students and textbooks based upon the learning theory of Piaget. It is important to evaluate the levels of students` cognitive abilities and textbooks applied to them. In order to measure the cognitive levels of students, the writer used Scientific Reasoning Tasks originally developped by Hugh Wylam and Michael Shayer of England. To evaluate the conceptual levels of textbooks, Curriculum Analysis Taxonomy-I, developped by Philip Adey and M. Shayer. These devices were originated from Piagetian learning theory. The findings demonstrated tremendous inconsistencies and gaps between student stage levels and texttook concept levels analyzed by the criteria given in curriculum Analysis Taxonomy-I. The sample was 5th and 6th grade children and was found to be mostly in the concrete stage level. However, the conceptual levels of textbook being used for 5th and 6th grade children were found mostly to be in formal operational levels. The findings supports the use of Jean Piaget`s theory of cognitive development in the evaluation of textbook appropriateness and consistency with the cognitive levels of students. Moreover, it provides a basis for generating a developmental guideline for textbook authors. and curriculum developers.