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이영석(Yeung Suk Lee) 한국아동학회 1984 아동학회지 Vol.5 No.-
The purpose of this paper was to review critiques on methodological problems relating to Piaget`s researches in terms of its scientific nature. On the basis of review of literature. the following problems were pointed out: 1. Notwithstanding Piaget`s emphasis on the scientific requirement for verification, Piaget was against the deductive method typical of scientific verification. 2. Piaget`s theory was so vague that It couldn`t be falsified. 3. Piaget ignored criticism of his method, and this was viewed as unscientific in the eyes of most scientists. 4. Avoiding the antecedent-consequence sequence of scientific experimentation, Piaget took the descriptive rather than the explanative nature. 5. Piaget didn`t accept individual differences in cognitive style in his research paradigm. 6. Piaget`s experimental procedures looked very simple but they were too complex to understand what was happening. 7. Although Piaget`s major ideas treated the child as the active constructor of reality, the child`s experimental tasks were structured by experimenter. 8. Piaget`s clinical method depended heavily upon language although the procedures required manipulation of objects. 9. Piaget always justified his experiments in terms of protocols selected from all the responses obtained. However, these protocols may not be the most representative responses or behaviors showing the child`s cognitive structure.
이영석(Yeung Suk Lee),임명희(Myeung Hee Lim),박호철(Ho Cheol Park) 한국아동학회 2001 아동학회지 Vol.22 No.2
This study examined the effects of the inquiry model on children`s scientific thinking ability and processing skills. The experimental classroom of a kindergarten in Seoul was assigned the inquiry model while the control classroom was assigned general scientific education (N=48). Seventeen treatment sessions were applied to the experimental group. Tests to investigate the hypotheses included the Sink and Float Test and a new instrument developed by the researchers. Findings showed that preschoolers receiving the inquiry model of instruction gained higher scores in scientific thinking ability and processing skills than the preschoolers in the classroom using the general scientific education model. In sum, this study proved the superior effect of the inquiry model in developing children`s scientific skills and ability.
유아를 위한 친사회적 프로그램이 유아의 우정개념과 공감능력에 미치는 영향
이영석(Yeung Suk Lee),이세나(Sae na Lee) 한국아동학회 2000 아동학회지 Vol.21 No.2
This study investigated the effect of a prosocial intervention program on the friendship and empathy of preschool children. Half of the 50 five-year-old subjects were randomly assigned to the experimental group and half to the control group. Children in the experimental group experienced 16 units of activity in the prosocial intervention program. After treatment, the 2 groups were tested with the affective Situation Test and the development of conceptions of friendship. Data were analyzed by ANOVA. There were significant differences in empathy and friendship between the experimental and control groups but not between boys and girls.