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문제의 요구주의력과 덩이지식화 효과가 문제해결에 미치는 영향
안수영,권재술 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1
The purpose of this study was to find out effect of problem solving by mental demand of items and chunking level of problem solver on the item. The principal findings of study were as follows: 1) According to increase of mental demand of items, students' achievement score appeared to decrease and the more mental demand an item needed, the higher or at least the same hierarchical item was. These results showed that mental demand of item was main factor which decided difficulties of problem solving. 2) Though items have the same mental demand, students' achievement score were different between balance beam task and 2nd law task (achievement score of balance beam task < achievement score of 2nd law task). 3) Achievement score of LM group who used chunked knowledge to solve balance beam task were higher than non LM group who used non chunked knowledge. 4) The level of chunked knowledge was different between two tasks when non LM group solved items of two tasks. On the other hand, LM group used the same level of chunked knowledge to solve items of two tasks. 5) Achievement score of non LM group was the same between items of two tasks after treatment due to chunking effect by treatment. But achievement score of LM group didn't change before and after treatment. The chunking effect by treatment had an effect on non LM group, but it was not on LM group.
PascualLeone 의 신 피아제 이론에 의한 오개념의 본질에 대한 심리학적 접근
안수영,권재술 한국교원대학교 과학교육연구소 1995 청람과학교육연구논총 Vol.5 No.1
The purpose of this article is to find out psychological mechanism on the core of misconceptions. Theoretical frame to search for the core of misconceptions is based on the Pascual-Leone's neo Piagetian theory. Although Pascual-Leone's theory is a cognitive developmental theory, its psychological mechanism gives us new insights on misconception. According to the comparison between Pascual-Leone's psychological mechanism and the common specifics of misconceptions and their items, conclusions could be summarized as follows: 1) Children's misconceptions and LC learning structures have the same nature. 2) Structures in items of misconceptions and misleading factor structures in cognitive tasks affect mental process with the same mechanism. 3) LC learning structures was activated preferentially in knowledge structures by F operator, with the same activation mechanism, the process children's misconceptions was activated firstly among other conceptions could be explained.