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송기주 서강정보대학 1997 論文集 Vol.16 No.-
Retrieval of information from memory is a fundamental operation for any learning activity, as well as for the subsequent use of what is learned. A clear understanding of why and how certain information is more easily retained and retrived than other information is essestial to any systematic attempt to improve learning. It is essential for efficiently improving learning texts, especially concerning their cohesion characteristics, as well as for improving the use the knowledge acquired through the texts. in this terms, this study is to review the models for explanation of the effects of relative importance of information in texts. the reviews lead to conclude that the level effects are due to selective retrieval from memory.
송기주 서강대학 지역발전연구소 1997 지역발전연구 : 서강전문대 Vol.4 No.1
The impact of differences in student characteristics on learning in school is one of the major themes in the history of research relating psychological knowledge to learning. In this study, researcher reviewed many studies in ATI field and the adaptive instructions to investigate the way to further ATI study and the implications to instruction in school. The reviews suggested that prior achievement may be more stable than aptitudes for the prediction of instruction, and that the interactions of instructional methods and student characteristics with different types of content would also have to be examined before students could be assigned to methods likely to be optimal for them.
송기주 서강정보대학 1995 論文集 Vol.14 No.-
Providing the opportunity for diverse learners, not just university bound students, to acquire a useable knowledge base in the content and reasoning of subject seems only democratic. Providing this opportunity requires more than simply placing these students in a science class typically earmarked for university bound students. The opportunity to learn subject remains denied, if the only instructional methods used are those that seldom work for diverse learners. User-friendly instruction is most likely to open the doors to understanding subjects. In summarizing the studies on explicit instruction, I have divided the results into six teaching functions: review, presentation of new material, guided practice, and weeklyand monthly reviews. From students of effective teachers and from research on information processing and human learning, we have identified a good deal about how to use these components successfully. Certain aspects of user-friendly tools and approaches that make subject accessible to less able students can also make subject accessible to more able students. In contrast, an approach that is designed only for more able students is difficult to modify, so that less able students can also learn, because the teacher must design and create the needed missing components. It is needed that teachers have to apply summatively teaching functions of explicit instruction in classroom of diverse learners, and researchers have to go on examinating the results of those empirically.