컴퓨터 본위 수업에 있어서 자기규제 기능의 수준별 학습자 통제와 프로그램 통제의 수업방략 비교

양용칠 ( Yong Chil Yang ) 한국교육공학회 1994 교육공학연구 Vol.9 No.1

웹기반 학습환경에서 학습자의 자기조절 학습기능 습득을 지원하는 교수설계 전략의 효과

양용칠 ( Yong-chil Yang ) 한국교육공학회 2004 교육공학연구 Vol.20 No.4

웹기반 학습이 효과적으로 이뤄지기 위해서 자기조절 학습기능의 역할이 중요하기 때문에 학습자가 이 기능을 습득하거나 활용하도록 하는 전략에 대한 연구가 요구된다. 이 연구의 목적은 웹기반 환경에서 자기조절 학습기능의 습득을 촉진하는 전략이 이들 기능의 습득이나 활용에 미치는 효과를 밝혀보려는 데 있었다. 대학생 34명이 연구에 참여하였으며, 자기조절 학습기능 진단검사를 통해서 인지 전략, 자기효능 전략, 그리고 수행통제 전략 기능들이 학습자들에게 습득 또는 활용을 촉진시킬 기능으로 선정되었다. 이것을 위해서 8주 동안 16시간에 걸쳐 학습할 수 있는 수업내용과 이들 전략을 통합한 웹기반 학습을 개발하였다. 학습자에게 매주 한 시간은 웹기반을 통한 내용 학습을, 또 한 시간은 4명이 한 팀으로 특정 주제에 대한 온라인 동시적 토의를 하도록 하였다. 학습과 토의가 수행된 후에 자기조절 학습기능 사후검사를 실시한 결과, 이들 기능 습득을 위한 설계 전략은 전체적으로 자기조절 학습기능의 습득에 영향을 주지 못한 것으로 나타났으나, 구체적으로 설계하여 학습을 지원한 수행통제 전략과 인지 전략의 습득과 활용에는 영향을 준 것으로 나타났다. 이 연구의 결과는 웹기반 또는 이러닝 환경에서 학습자에게 자기조절 학습기능을 습득하도록 하기 위해서는 그들에게 부족하거나 취약한 구체적인 기능을 집중적으로 학습하도록 설계하는 전략이 필요함을 시사한다. The use of self-regulated learning skills (SRLS) and student interactions has become a major research issue for effective and successful web-based learning. The purpose of this study was to investigate the effects of embedded learning strategies in promoting the use of SRLS in web-based learning environments. Participants in this study were 34 college students. They were taught in web-based learning setting for 16 hours over 8 weeks. With 2 hours per week, one hour was assigned to content learning, and the other for group discussions, having four members for each group. SRLS questionnaires were administered before and after learning. Results from the study showed that embedded learning strategies and student interactions to promote the use of the entire SRLS in a web-based learning environment did not improve the use or acquisition of students SRLS. However, it showed that there were some improvements in the use of acquisition on performance control strategies and cognitive strategies which were embedded into learning contents. Such results seem to have potential of contributing to improving the use of their SRLS. In light of such findings, instructional design strategies to promote students`` SRLS and to facilitate their interactions in web-based learning environments were discussed.*

컴퓨터 본위 수업 설계를 위한 원리 탐색

양용칠 ( Chil Yang Yong ) 한국교육공학회 1996 교육공학연구 Vol.12 No.2

『교육공학연구』 20년 연구 흐름 분석

정현미 ( Hyun Mi Chung ),양용칠 ( Yong Chil Yang ) 한국교육공학회 2005 교육공학연구 Vol.21 No.4

비판적 사고력 촉진을 위한 자기조절 학습전략의 효과

송창백 ( Chang Baek Song ),양용칠 ( Yong Chil Yang ) 대경교육학회 ( 구 우리교육학회 ) 2005 교육학논총 Vol.26 No.2

질문생성 주체와 학력 수준에 따른 사고기능 개발의 효과

김두선 ( Doo Suhn Kim ),양용칠 ( Yong Chil Yang ) 대경교육학회 ( 구 우리교육학회 ) 2002 교육학논총 Vol.22 No.1

사고력 수업을 위한 프로그램의 개발과 교사연수

김영채(Yung Che KIM),윤정륜(Jeong-Lyoon YOON),양용칠(Yong-chil YANG),박권생(Kwonsaeng PARK),문창현(Chang-hyun MOON) 대한사고개발학회 1996 The International Journal of Creativity & Problem Vol.6 No.1

This project, originally initiated and supported by the Board of Education of Daegu City, had twofold purposes: One was to develop a theoretical model of integrative teaching of subject contents and thinking skills and, based on it, to develop its training program together with training materials. And the other was to perform teacher training using the model and program developed. It was approached somewhat experimentally and innovatively to reform the traditional teaching practices. This integrative teaching model established assumptions such as thinking skill(s) is a skill or a set of skills (so it can be taught and learnt), thinking skills as well as subject content can be hierarchically organized, thinking skills and strategies should be taught explicitly and systematically, subject content is a mode of thinking, and subject contents should be taught through and, also, by thinking processes. The program developed included the contents such as the followings: (1) Thinking skil ls and strategies (organization of thinking skills, reasoning and form of knowledge, relation of subject content and thinking processes), (2) critical thinking, (3) comprehension of contents and writing (strategies of comprehension of contents, principles and guide of writing), (4) Socratic conversation, questioning and lessons for idea generation techniques ) and (5) , finally, teaching model and instructional development. 61 teachers from the primary and secondary schools volunteered to the teacher traning sessions which lasted for 60 hours. Training sessions followed three steps. The first step was for providing theoretical background and mastery of basic skills, the second step was for having teaching practicum applying the theory to practice and coaching, and the final third step was for reporting and interacting with respective colleague teachers and principals. The result obtained from the analysis of surveys administered immediately after the first step and, also, after completing the whole training sessions and, further, observations of supervsiors and principals of the Board of Education and the others concerned showed the project had been very successful.

교재구조의 구문단서가 내용재생에 주는 효과

양용칠 안동대학 학생지도연구소 1984 學生指導硏究 Vol.5 No.1

The purpose of the present study is to compare the experimental group which includes syntactic cues with the control group which excludes them in the text organization on comprehension and retention of the prose learning material, and to find out the difference between ability factor and motive factor on comprehension and retention of the prose learning material in college students. The subjects were ninety third-year male and female Andong National College students who is receiving the course of curriculum and instruction subject during teacher training course. The stimulus material which was written by Jung Hoon Choi's guidance of neurotic students in original material was reconstructed by the experimenter. To measure the amount of comprehension and retention as to what the important ideas and contents of the prose learning material is, the immediate recall test which consists of three true-false items, three multiple-choice items and four short-answer items in the order listed above was administered, The results was tested by CR testing method. The conclusions derived form the results and discussion are as follows: the text material which includes the syntactic cues influenced more comprehension and retention than one which excludes them. The difference between ability factor and motive one on comprehension and retention of the prose material in college students was not shown. It was suggested that if the technical texts using in college also include more syntactic cues, they will be facilitated far more comprehesion and retention to learners.

인지 심리학과 수업 : 수업설계에 응용

양용칠 안동대학 학생지도연구소 1988 學生指導硏究 Vol.8 No.1

The purpose of this article is to explore the way of applying findinges of cognitive psychology to the design of instruction. The outcomes of in formation processing models, learning schemata, and metacognitive process in cognitive psychology were analyzed according to principles of instructional design To begin with, it is indicated that outcomes of attention on information processing model emphasize the importance of interaction between learners' existing knowledge state and methods of information presentations in an effective instructional design. Data-driven processing, which directs learners attention according to methods of information presentations, and conceptually driven processing, which directs their attention according to the nature of cognitive structures, are discussed. Next, the limits of processing capacity and items in short-term memory, and the nature of long-term memory should be considered for the design of effective instructional methods and activities. That is, owing to the limits of capacity and duration in short-term memory, instructional strategies for rehearsal and elaboration of new information to be transferred from short-term storage to long-term storage should be specifically arranged. Such the characteristics of long-term memory as images, declarative knowledge and procedural knowledge, schemata and capabilities should be considered. The methods of retrieving relevant knowledge from long-term memory through presentations of appropriate cues are so important. Third, the methods of representing schemata from learners' cognitive structures, content structures of subject-matters, and curriculum structure for instruction are regarded as facilitating the research for an efficient design of instruction Finally, it is also indicated that outcomes about metacognitive process have to a large extent influence on the design of instruction. In order to reflect metacognitive process to the design, an interaction between knowledge about learners ability of cognitive processing, knowledge about learners' tasks, and knowledge about learners cognitive strategies should be considered very cautiously.

敎材의 表面構造와 學習者의 認知能力活用

양용칠 安東大學 1985 安東大學 論文集 Vol.7 No.1

The purpose of this study is to identify the amounts of college students` cognitive capacity usage during reading the text devised according to the surface structure (level of difficulity, title), and then to offer the rationale about the effective methods to organize and construct the text which matches with student`s ability to learn. For the purpose, there are two hypotheses in this study: one is the relationship between the difficulty of surface structure of text and student`s cognitive capacity usage, the other is the relationship of presentation of more adequate title for understanding and recall of text to the student`s cognitive capacity usage. To test these hypotheses experimentally, in the first experiment forty teacher training course students were assigned randomly two conditions of text structure: Easy syntatic passage and difficult one. The titles of used passages are "The Work of ants", and "Virus". Those passages were used as the main task. The response to table-tapping was used as the secondary task. In the second experiment the subjects were seventy students enrolled in sections of the teacher training course. None of these subjects participated in the first experiment. They were assigned randomly three conditions: Title, non-title, not relevant to the title. The used passages are "Making and Flying a Kite", "Light Waves and Plant Growth", and "Scientific Theory." These were used as the main task. The second task was the same as in experiment 1. In the two experiments the subjects sat at a table with the text booklet in front of them, and were instructed: "Your primary objective is to carefully read the text you can later answer questions about it. Your secondary task is to response to the table-tapping by raising your hand as quickly as possible." The results were coped with the ANOVA. Conclusions derived from the results and discussions are as follows: 1. When the subjects read the easier passage in the surface structure of text, they showed up less cognitive capacity usage. 2. In the passage which the title has more effect on comprehension and recall of text, the presentation of title influened then to comprehend and recall the passage, but it did not influence the amounts of cognitive capacity usage. 3. The findings also suggest that the surface structure as well as the content structure of text influeces the amounts of cognitive capacity usage during reading.