스키마 , 단어 난이도 및 학습 목표가 독해에 미치는 영향

심우엽(Woo Youp Shim) 한국교육심리학회 1990 敎育心理硏究 Vol.4 No.2

지능의 관점과 교육적 시사

심우엽(Woo Youp Shim) 한국초등교육학회 1995 초등교육연구 Vol.9 No.1

In this article, I review four conceptions of intelligence and their implications for education: psychometric perspective traced to A. Binet, J. Piaget`s cognitive developmental perspective, R. Sternberg`s triarchic theory of intelligence(information-processing perspective), and H. Gardner`s multiple intelligences perspective. The psychometric perspective on intelligence has sought common sources of variation among people and identified these sources as a unitary psychological attributes, or factors. But this has relatively little implications for education. In this perspective, definition of intelligence is not clear. Thus it is ambiguous to interprete IQ score. One more problem is that it is difficult to eliminate cultural biases in IQ tests. The Piagetian perspective on intelligence has focused on delineating what those cognitive structures might be at different stages of development and how they might evolve from one stage to the next. In this perspective, 1) individual differences in the same developmental stage is too big, 2) children`s cognitive development is different depending on their culture and socio-economic status, and 3) some test items of developmental stage are not appropriate and underestimate children`s cognitive development. Triarchic theory of intelligence is comprised of contextual, experiential, and componential subtheory. It helps students finding merits and demerits in terms of information processing, and delineating process or stage of information processing. But measures are not available yet. In the Multiple intelligences theory, Gardner uncovers seven kind of intelligences, which might change in different culture: logical-mathematical intelligence, linguistic intelligence, musical intelligence, spatial intelligence, bodily-kinesthetic intelligence, interpersonal intellignece, and intrapersonal intelligence. Individual-centered school based on this theory, students could find their strong and weak intelligence in terms of the seven intelligences and use them in learning. Of the four, this perspective is the most relevant to the educational innovations.

학업부정행위의 실태 및 원인 분석과 대처 방안

심우엽(Woo Youp Shim) 한국초등교육학회 2000 초등교육연구 Vol.14 No.1

The present study examined the prevalence, determinants, techniques, and prevention strategies of academic dishonesty. 594 college students were sampled from a elementary school teachers college, and a secondary school teachers college, humanities, and natural science college in a comprehensive university, all of whom were sophomore and junior. They anonymously completed the questionnaire about why, who, and how they cheated, how they perceived academic misconduct, how to prevent, and the inventories of Attribution scale and Type/B scale in order to test dispositional determinants of cheating. The results were as follows: ① Over half of the surveyed admitted they had engaged in various forms of academic dishonesty. ② Teachers college students did less than the other majors. ③ Male cheated more than female students, and perceived academic misconduct less seriously. ④ Natural science students cheated more than teachers college and humanities students. ⑤ Protestant students engaged in academic misconduct less than no-religion students. ⑥ No difference was found in cheating between sophomore and junior classes. ⑦ The most frequent techniques were writing answer on the desk top or wall, using crib, and looking other student`s answer in order. Others were trading papers, plagiarizing, etc. ⑧ Locus of control was not relevant to cheating, but scores on Type/B scale was related to it. Hot-tempered students on Type A/B scale cheated more than the others. ⑨ Punishments after being caught cheating were few. Substantial students reported they never saw being caught cheating. ⑩ Providing academic code, students` moral value, and intense proctor were recommended as preventing strategies.

연령에 따른 학습동기의 변화

심우엽(Woo Youp Shim) 한국초등교육학회 2001 초등교육연구 Vol.14 No.3

The purpose of the present study were to investigate ① the changes of motivation to learn across eight grades, 2nd, 4th, 6th, 7th, 9th, 10th, 11th, and 14th, ② parents` emphasis on their children`s school achievements, and ③ students` thoughts on learning, and finally to look for educational implications. Motivational changes were measured in terms of seven sub-factors of motivation, intrinsic motivation(IM) to know, IM to accomplishment, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. First three were intrinsic motivation factors, and the next three were extrinsic. Amotivation referred to little motivation to learn. High school version of Vallerand et al.`s Academic motivation scale, translated and revised was used. Subjects were 1472 students. Each grade included 141 to 376 students. The results were as follows: ① Intrinsic motivation significantly declined as the students moved up to higher grades, and those of girls declined more than boys`. ② Mothers emphasized their children`s school achievements more than fathers. Mothers stressed the achievements more earlier than fathers. Both of them emphasized boys` achievements than girls`. But parents` stress on their children`s achievement score were not related to the actual score. ③ From 4th grades, students began to downgrade school achievements to get a college admission and succeed in life. They stressed one specific talent instead of school achievement. ④ The reason of studying were extrinsic(for example, to get a better job) rather than intrinsic from 4th grades. ⑤ The main reason of disliking school learning was that they felt it was boring and coercive. ⑥ Educational implications of this study were to allow the teachers and students to be self-governed and self-determined in order for developing students` intrinsic motivation. In this sense, educational circle in Korea need to seriously reconsider educational reform movement in USA and Japan and their reflections.

교육학 이론 및 실제 : 초등학생의 스트레스와 행복감의 관계에서 자기자비의 매개효과

심우엽 ( Woo Youp Shim ) 서울敎育大學校 初等敎育硏究所 2014 한국초등교육 Vol.25 No.2

최근 들어 많은 연구들이 초등학생도 성인 못지않은 스트레스를 겪고 있으며, 이 스트레스가 행복감에 부정적 영향을 미치고 있음을 시사하고 있다. 본 연구는 초등학생의 스트레스 수준을 살펴보고 그들의 스트레스가 행복감에 부정적 영향을 미치는가, 그 과정에서 자기자비의 매개효과가 있는가, 그리고 남녀 간에 자기자비와 그 매개효과에서 차이가 있는가를 살펴보았다. 자기자비의 매개효과가 있다면 불가피한 일상적 스트레스로 인하여 행복감이 낮은 초등학생들에게 치료적 개입 즉 자기자비 훈련을 통하여 스트레스가 행복감에 미치는 부정적 영향을 차단할 수 있을 것이기 때문이다. 강원도 시지역의 한 초등학교 6학년 246명에게서 수집한 자료를 구조방정식 모형 분석(부분적으로 bootstrap 추정기법 이용)과 ANOVA 등을 통하여 분석한 결과 본 연구의 매개모형은 적합한 것으로 판정되었으며, 스트레스는 자기자비와 행복감에 부정적 영향을 미치고, 자기자비는 완전매개효과가 있었다. 그리고 자기자비 및 그 매개효과에서 남녀 간 차이는 나타나지 않았다. 이러한 결과를 토대로 교육과 추후 연구에 대하여 논의를 하였다. The purpose of this study was to investigate the main effects of stress on happiness, the mediation effects of self-compassion on happiness in the relationship between stress and happiness of elementary school students, and the difference between boys and girls in terms of self-compassion and mediation effects. 246 students(131 boys, 115 girls) were sampled from one elementary school in a city, Kangwon-do. Structural equation model(SEM) with bootstrap statistical inferences, and ANOVA were used in order to test differences between boys and girls in stress and self-compassion. The results were as follows: First, model fit indices showed the estimated model of this study was good. Second, stress negatively influenced happiness and self-compassion of the students, and self-compassion completely mediated the effects of stress on happiness. Third, mediation effect of self-compassion was not different between girls and boys. Fourth, there were no differences between boys and girls in stress and self-compassion. Discussion and suggestions were as follows. First, elementary school teachers need to understand students` stress and teach the students how to cope with the stress. Second, teachers are suggested to understand self-compassion and develop the methods for elevating student`s self-compassion. Third, future researches have to investigate the difference between boys and girls in self-compassion, and other mediation variables other than self-compassion, for instance rejection sensitivity, and sociability. This study is subject to limitations in generalizing the results due to the limited sampling.

Vygotsky의 이론과 교육

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2003 초등교육연구 Vol.16 No.1

The work of Lev S. Vygotsky, which spanned the brief period from 1924 to 1934, has steadily grown in influence since the early 1980s. Unfortunately, however, misconceptions about his work have complicated the analyses of this contributions to educational psychology. Some scholars note that Vygotsky is credited with being 50 years ahead of his time for ideas that he himself credited to others. Vygotsky, like Piaget, analyzed particular aspects of human cognitive development. The key concepts are the nature of cultural influence on the individual development(relationship of different cultures to different forms of thinking), general law of genetic development(sociogenesis), social interaction during learning(collaborative learning and reciprocal teaching), role of speech on development including inner talk, self-regulated learning, and zone of proximal development as a teaching strategy, teachers` role as a guide of learning, and influence of play on cognitive development. Classroom strategies could be developed on the basis of Vygotskian concepts.

다문화 학생의 민족정체성 및 정서적 특성

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2009 초등교육연구 Vol.22 No.4

The purpose of this study was to investigate multicultural students(MCSs) in terms of their racial identity, psychological attitudes, and school achievements and compare with non-multicultural students(NMCSs). Subjects were 428 students(171 MCSs and 257 NMCSs) of 5th and 6th in Kangwon-do. They answered background questionnaire, social support, self-esteem, depression, and aggression inventories. 193 teachers also responded questionnaire asking MCSs` academic achievements and school adaptation. Results and discussions were as follows: First, NMCSs believed Korean as single blooded race and had racial prejudices. These prejudices are supposed to be corrected by multicultural education. Racial identity of MCSs as Korean was relatively weaker than that of NMCSs. Second, MCSs misunderstood the reason that NMCSs disliked them, which was that MCSs were less likely to get together. Third, as compared with NMCSs, MCSs were lower in social support and self-esteem, and higher in depression and aggression. MCSs need training in social skills, which will enhance school achievements, social relationships, and psychological well-being. Such training is known to have much effects on students with problems and can be taught in regular classes. Fourth, it needs to develop philosophy, contents and methods of multicultural education focused on systematic, situation-oriented and problem-solving approach. Fifth, teachers need some training improving social support, social skills and self-esteem for the MCSs, and it is desirable that elementary schools open education program for the parents of MCSs. Finally, MCSs should be treated not uniformly but independently at the school depending on each child`s individual conditions and traits, because some MCSs surpassed the NMCSs in academic achievements, popularity and friendly relations, and go-gettings.

초등학생의 다문화 아동에 대한 인식과 태도

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2010 초등교육연구 Vol.23 No.4

The purpose of this study was to investigate non-multicultural elementary school students` racial attitudes and discrimination, conception of ethnic identity of multicultural students, and to examine the relationships among ethnocentrism, openness toward multicultural students, self-esteem, ethnic exclusionism, and single-blooded race idea based on the Developmental intergroup theory and Social identity development theory. Subjects were 718(boys 362, girls 356) elementary school students of 4th and 6th, sampled at Seoul and Kangwon-do Province. They took ethnocentrism(5 items), openness toward multicultural students(23 items), self-esteem(16 items), and ethnic exclusionism(6 items) scales and questionnaire. The results were as follows: First, many students thought Korean as single-blooded race, and had ethnic prejudice. Their ethnic preferences varied according to the country. Second, there were few significant differences between the sex, grade, and location of the schools in terms of ethnic prejudice, single-blooded race conception of Korean, ethnic identity of multicultural students, ethnocentrism, openness toward multicultural students, self-esteem, and ethnic exclusionism. Third, statistically significant relationships were found among ethnocentrism, openness toward multicultural students, self-esteem, ethnic exclusionism, and single-blooded race idea of Korean. Multicultural education of elementary school needs anti-prejudice education in depth in terms of ethnic prejudice, ethnic identity of multicultural students, single-blooded race conception of Korean. Schools should teach Korean as not the single-blooded race but the civilized race in terms of the ethnic identity.

교대생의 다문화 아동에 대한 인식과 태도

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2015 초등교육연구 Vol.28 No.1

The purpose of this study was to investigate teachers college students` perception and attitude toward multicultural students(MCS), and their knowledge of multicultural education(MCE), and give hints to teachers college MCE. 451(male 109, female 342) teachers college students(TCS), all junior were sampled from five National Universities of Education. Questionnaire, and ethnic exclusionism and ethnocentrism scales were administered. All the data were analyzed according to TCS` background information using Chi-square test and ANOVA of SPSS 14.0K. The results were as follows: First, TCS` expectations of MCS` abilities, emotionality, and future possibilities were low. Second, one fifth of TCS still had single-blooded racism, which would harm their MCE in the future. Third, TCS had different ethnic preferences for 10 ethnic groups, which would result from their hidden ethnic discriminations. Only 70% of TCS answered no discrimination against MCS. And less than half of the TCS considered MCS as Korean in ethnic and national identity. TCS` exclusionism and ethnocentrism were intermediate level, not enough to be a MCE teacher. Finally, TCS` knowledge of MCE was not enough to be a teacher. Educational implications were discussed based on the previous studies that teachers` discriminative expectations of students had negative effects on students` school achievements and emotional development, expecially for adverse-circumstances students. Implications for MCE and future research, and limitations of the study were discussed.

놀이와 아동 발달 및 교육

심우엽 ( Woo Youp Shim ) 한국초등교육학회 2005 초등교육연구 Vol.18 No.1