MeFOT을 활용한 그림책의 페이지브레이크 활동이유아의 창의성에 미치는 효과

박영태,신경미 인지발달중재학회 2012 인지발달중재학회지 Vol.3 No.1

The purpose of this study is to examine what effect of page-break activities for picture books by MeFOT has on preschooler creativity and difference in that activities according to those preschooler gender, For the purpose, this researcher surveyed 45 young children. The device used to measure those preschooler creativity is the Korean TTCT(Figure) B, an adaptation by Kim Young Chae(2002) of the Torrance Test Creativity Thinking (TTCT, revised in 1990) which was developed by Torrance(1962). MeFOT is the initials of metacognitive four operations thinking that is a compound word, and is a thinking training program that was designed by Park Young-tae to foster creativity. That denotes metacognitive four operations thinking that combines temporal thinking and spatial thinking, which respectively implies the flow of thinking and focuses on coming up with new ideas. There are five different stages in it: question making, information creation, information association, information sophistication and information reception. The page-break activities for picture books refer to imagining what is likely to happen between pages of a picture book, namely what is likely to be omitted in the book, and expressing it in drawing or writing. The study started with the teacher training, followed by the pre-test, 6-week experimental treatments and the post-test in order. Findings of the study can be summarized as follows. First, the page-break activities for picture books by MeFOT is effective in improving younger preschooler creativity as a whole and its sub-areas, or fluency, originality and elaborateness. Second, the effect of page-break activities for picture books by MeFOT on younger preschooler creativity as a whole and its sub-areas, or fluency, originality and elaborateness are equal, irrespective of those preschooler gender. 본 연구는 MeFOT을 활용한 그림책의 페이지브레이크 활동이 유아의 창의성에 미치는 효과가 어떠한지, 나아가 그 효과가 성별에 따라 달라지는지를 분석하는 데 목적을 두고, 유아 45명을 대상으로 실험하였다. 유아의 창의성을 측정하기 위해서 Torrance(1962) 의 창의적 사고력 검사(Torrance Test Creative Thinking: TTCT. 1990년 개정판)를 김영채(2001)가 편역한 한국판 TTCT(도형) B형을 사용하였다. MeFOT은 Metacognitive Four Operations Thinking(초인지-사칙연산적 사고)의 첫 자를 따서 만든 합성어이며, 박영태가 고안한 창의성 함양을 위한 사고훈련 프로그램으로 사고의 흐름에 따른 시간적 사고와 아이디어의 산출에 중점을 둔 공간적 사고가 결합된 초인지-사칙연산적 사고방법을 말하며 질문생성, 정보생성, 정보연상, 정보정교화, 정보수용의 5단계의 절차로 이루어진다. 그림책의 페이지브레이크 활동이란 그림책의 책장을 넘기면서나타나는 페이지와 페이지 사이의 틈새, 즉 이야기의 생략된 부분을 상상하여그림이나 글로 완성하는 활동이다. 연구절차는 교사훈련, 사전검사, 6주간의 실험처치, 사후검사의 순으로 이루어졌다. 본 연구의 결과는 다음과 같다. 첫째, MeFOT을 활용한 그림책의 페이지브레이크 활동은 유아의 창의성 전체와 창의성의 하위요인 중 특히 유창성, 독창성, 정교성에 효과적이다. 둘째, MeFOT을활용한 그림책의 페이지브레이크 활동이 유아의 창의성 전체와 창의성의 하위요인 중 특히 유창성, 독창성, 정교성에 미치는 효과는 성별에 관계없이 동일하다.

연령과 학업성적에 따른 학습자의 학습방법

박영태 부산여자대학교 교육과학연구소 1996 교육과학연구 Vol.- No.1

변비의 내과적 치료

朴永台 대한의사협회 1998 대한의사협회지 Vol.41 No.10

行動의 一貫性

朴英泰 釜山敎育大學 學生指導硏究所 1986 學生指導硏究 Vol.7 No.-

年齡差에 따른 動機變化

朴英泰 釜山敎育大學 學生指導硏究所 1985 學生指導硏究 Vol.6 No.-

Abstract The purpose of this thesis is to investigate the age differences in motivation related to Maslow's need hierachy. For this, 437 students, age 8 years to 30 years(216 Females, 221 male) were sampled. They were divided four age groups(8-12, 13-17, 18-22, 23-30). Using the Scale, they ranked statements representing Maslow's five needs on 11 life components. Analysis of Variance(Age×sex) yielded significant age differencs for four needs (self-actualization, esteem, safety, Physiological needs).The findings of this thesis are summerized as below; ① Self actualization needs are the highest than any other needs at every age class, and the older, the higher. ② Esteem needs peak at age 18∼22, but safety needs are are reversed. ③ Love needs are alike at every age class and higher than any other needs except self actualization needs ④ Physiological needs are the lowest at every age class .

學年 및 學力水準에 따른 學習者의 超認知 技術에 관한 分析的 硏究

朴英泰 東亞大學校 1988 東亞論叢 Vol.25 No.1

This study aimed to investigate the difference in the efficiency of the learner's metacognitive skill reaealed in organization of dots task by task difficulty and learner's grade and school achieve-ment. The specific questions of this study were first, whether any difference exists in the amount of task prediction and the accordance between the predicition and performance by task difficulty and grade and school achievement, second, whether any difference exists in the amount of checking and monitoring by task difficulty and grade and school schievement, third, whether any difference exists in the exactness of the learner's self-evaluation by task difficulty and grade and school achieve-ment. The subjects of this study were 19 over-achievers and 17 under-achievers in the fourth grade and 21 over-achievers and 20 under-achievers in the sicth grade. The total number of subjects was 77. The task used in this study was organization of dots developed by Feuerstein(1980). The results obtained in this study were; first, the amount of prediction was higher in the sixth grade and low difficulty task. The prediction amount was also higher in the under-achievers of fourth grade regardless of task difficulty. second, the accordance between prediction and performance was higher in the sixth grade and over-achievers. third, there was no significant difference in the amount of checking and monitoring by grade and school achievement. fourth, the exactness of the learner's self-evaluation was higher in the sixth grade. fifth, the exactness of over-achievers self-evaluation was higher in low difficulty task but that of under-achievers self-evaluation was higher in high difficulty task. Based on the results of this study, it was concluded that metacognitive skill efficiency was gene-rally low in under-achievers. especially in the correctedness of task prediction Thus it could be sug-gested that appropriate metacognitive skill traning be necessary to improve the correct prediction ability and self-evalvation ability of under-achievers.

청소년을 위한 대학진로 탐색 프로그램 모형 개발

박영태 東亞大學校 學生生活硏究所 2000 學生硏究 Vol.26 No.-

Adolescents belong to Adolescence in development stage and their intellectual advancement is equal to that of adults. Their choice of future course at their choice of future course at this stage is very important for individual development. Adolescents' choice of major study in university should be decided with regard to their future courses in life rather than their aptitude or interest. Development of programs for adolescents' choice of major study in university should be cultivated generally by the following three directions. First, adolescents seem to be actuality-oriented rather than future-oriented because they are ignorant of the Importance of the design for future life although it is essential to thorn. Accordingly we have them see the importance in a new light and then design a creative life of them. Second, we have them correlate their future lives in their idea with their occupation, because their daily lives are made up of occupation in the main. Third, programs for adolescents' choice of major study in university should offer opportunities of picking up various kinds of Information, because adolescents have not much Information on the occupational field. Finally after the choice of the future life and occupation, major study in university should be correlated to the choice variously.

韓國 電子商去來(EC·CALS) 推進 現況에 관한 硏究

朴映泰 中央大學校附設 國際貿易硏究所 1997 國際貿易硏究論叢 Vol.4 No.-

Connectionism과 超認知理論에 나타난 思考와 CAI프로그램에의 適用

朴英泰 東亞大學校 學生生活硏究所 1992 學生硏究 Vol.20 No.-

Recently, connectionism and metacognition are the emerging theories about thinking. Connectionism assumes that thinking takes place through the interactions of a large number of highly interconnected information processing units which take on action values, each sending excitatory and inhibitory signals to other units, and there is no executive or overseer in thinking. But metacognition assumes that the executive regulating the congnitive processing is in thinking, and thinking is monitored by the executive. This problem of existence of the executive is concerned with domain specific knowledge or domain free knowledge in thinking process. It is difficult to solve this problem. The contents of these two theories are likely to account for thinking process complementarily rather than contradictorily, as connectionism describes the existence and operation of thinking and metacognition describes searching process in problem solving. According to these theories, to enhance the ability of thinking and learning effectively through CAI, CAI program needs to be consisted of two parts, elaborated and organized information and application of these information, and needs to be unfolded by learner's controll.

외부 비균일 입사전계에 대한 차폐케이블의 EMI특성

朴榮泰 東義大學校産業技術開發硏究所 1993 産業技術硏究誌 Vol.7 No.-

We analyze EMI characteristics of a shielded cable for nonuniform external electric fields. In this analysis, first we derive the formulas for sheath currents of shielded cable, and secondly the load-EMI currents are calculated both from the sheath currents and the surface transfer impedances measured by the triaxial test method. Numerical results of load-EMI currents for RG-223 coax. cable are obtained for two types of nonuniform field source-nearby loop and nearby dipole-and examined.