조류의 부리에 대한 생체모방을 활용한 로봇팔 구조개선 융합 탐구 -3D 모델링과 프린팅을 이용하여-

엄증태 ( Jeung Tae Eom ),권승혁 ( Seung Hyuk Kwon ),오재영 ( Jae Yeong Oh ),이영지 ( Young Ji Lee ),송용진 ( Yong Jin Song ),표지원 ( Ji Won Pyo ),고재석 ( Jae Seok Ko ),권용주 ( Yong Ju Kwon ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.1

This study was a convergence inquiry task which utilizes 3D modeling and printing to improve the structure of robot-arm based on biomimicry of avian beak in biology education. The process of study was performed as through understanding and training of 3D modeling and printing, task selection of problem solving, identifying of the problem situation with target setting, biomimicry based solution searching and designing, 3D modeling and 3D printing, and testing process of the printed product. Three high school students were participated in the study to perform the inquiry through the biomimicry based convergence thinking process. Results were as followed: First, students explored and generated biological knowledge about avian beak and engineering knowledge in which the biological knowledge on avian beak was applied. With applying the biological and engineering knowledge, students designed 3 kinds of new robot-arms which were improved in the structure. Three products through 3D modeling and 3D printing were produced using the improved design. The products were tested whether they could solve effectively the problem of previous robot-arm. The result was shown that there was some differences among the improved products of robot-arm. This study suggests that high school students can utilize 3D modeling and 3D printing to perform convergence inquiry in biology education.

생명과학에서 3D 모델링과 프린팅을 활용한 생체모방 중심 융합수업 프로그램의 개발

엄증태 ( Jeung-tae Eom ),권용주 ( Yong-ju Kwon ) 韓國生物敎育學會 2016 생물교육 Vol.44 No.4

The purpose of this study was to develop a biomimicry-focused convergence teaching program using 3D modeling & printing in high school life science. The biomimicry teaching program was designed with three phases of convergence thinking (Exploration-Design-Implementation) including 3D modeling & printing. The designed program was administered to 32 high school students with pre- and post-test comparison by experimental and control groups. Results have been shown that the experimental group scored significantly higher than the control group in the creative product assessment which is consisted of novelty, resolution, elaboration and synthesis. In addition, the 3D convergence program has been identified an effective program in students` STEAM literacy and biology interesting. In the interview analysis on program satisfaction, experimental group students have responded that their learning 3D modeling & printing is helpful in problem solving process. Therefore, the results presumably suggest that the biomimicry-focused convergence teaching program using 3D modeling & printing could be an effective program to develop high school student`s creativity, interesting, convergence thinking, and learning satisfaction in life science class.

인기 애니메이션 캐릭터에 대한 유아들의 시각적 주의집중 분석

권승혁(Kwon, Seung-Hyuk),이영지(Lee Young-Ji),김윤영(Kim, Youn-Young),엄증태(Eom, Jeung-Tae),강민정(Kang, Min-Jung) 학습자중심교과교육학회 2016 학습자중심교과교육연구 Vol.16 No.3

유아 학습에서 캐릭터는 영상매체를 통한 학습에서 주의집중을 이끄는 가장 큰 요인이다. 하지만 유아들이 캐릭터의 어떤 부분에 주의를 기울이는지에 대한 구체적인 연구는 이루어지지 않고 있다. 이에 본 연구는 유아들의 선호도가 높은 ‘뽀로로’ 와 ‘엘사’ 캐릭터를 볼 때의 안구 운동을 분석하여 캐릭터의 선호에 따른 시각적 주의 집중의 특성을 알아보고자 하였다. 이를 위해 뽀로로 또는 엘사를 선호하는 두 집단의 유아를 대상으로 시선추적을 이용하여 캐릭터를 볼 때의 시선고정개수, 시선 고정시간, 첫 시선고정시간을 분석하였다. 그 결과, 엘사를 선호하는 유아들이 뽀로로를 선호하는 유아들에 비해 캐릭터 전체에 대한 시선고정 개수가 많았다. 그리고 두 집단 모두 엘사보다 뽀로로의 얼굴에 대한 시선고정개수가 많았으며, 신체에 대 해서는 뽀로로가 엘사보다 시선고정개수가 더 많았다. 그리고 뽀로로에서는 얼굴, 엘사에서는 신체가 높은 주의를 끈 것으로 나타났다. 이러한 결과는 캐릭터가 얼굴이 주로 부각되는지 또는 신체가 부각되는지에 따라 시각적 주의집중의 양상이 다르며, 캐릭터의 선호에 따라 각 캐릭터의 얼굴과 신체에 대한 시각적 주의집중의 양상이 다름을 보여준다. 본 연구 결과는 유아를 대상으로 하는 학습용 캐릭터의 개발과 학습 매체 선정 시, 캐릭터의 특징과 유아의 선호를 고려해야함을 시사하고 있다. Preschooler’s learning on character is an important element leading attention on learning though visual media. However, there has not been shown which parts of the character are paid attention by preschool children. So, the purpose of this study is to analyze visual attention of preschool children during watching popular character in animation using eye-tracking. For this purpose, we analyzed fixation number, fixation duration and first fixation time of eye-tracking on each area of interest(AOI) on characters, Pororo in “The Little Penguin Pororo” and Elsa in “Frozen”, by eye-tracking with two groups, Ppororo-likes(PL) and Elsa-likes(EL). The results is that there was more fixation number of EL than PL’s on each character. A fixation number on face of Pororo was more than face of Elsa. And fixation number on body of Elsa was more than Pororo’s. And first fixation time on face was the shortest among AOIs of Pororo, body was the shortest among AOIs of Elsa. The results show that a aspect of visual attention is differentiated by character and preference. Furthermore, the results suggest that a visual property of character and preference of preschool children might be considered to develop character and choosing learning media for preschooler’s learning.

생명과학 학습에서 디지털 콘텐츠의 유형에 따라 생성된 과학적 의문의 분석

권승혁,엄증태,권용주 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

In previous studies on smart education with digital contents, they have been focused on the result of learning, such as problem solving ability, creativity ability, self-regulated learning ability, and etc. By the way, there is not concern about the detailed study on the type of digital contents. So, this study analyzed the characteristics of question generated by the types digital contents during learning biology. The digital contents used in this study were movie, 3D and fixed image types with 6 topics on biology structure. Twenty college students generated scientific questions during their learning with the digital contents during 60 minutes. The scientific questions generated in each of three content types was analyzed by type, level, objectivity, diversity and quotient of questioning ability. The results show that conjectural questions were shown to have significantly higher frequencies in learning with the digital content type of fixed image. The 3D digital content were significantly shown more generation of predictive and subjective question then other content types. Frequency and diversit of quantitative question had significantly been higher in learning with the content type of movie. This study suggested that digital contents were more effective content type to improve students questioning ability then fixed image as traditional content type in textbook. It also suggested that the necessity of providing a smart type of digital contents for students diverse generating of question biology learning.

디지털 콘텐츠 중독과 관련된 두뇌 영역 : 인터넷과 비디오 게임 중독자의 뇌영상을 중심으로

권승혁,엄증태,권용주 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.1

Recently, According to changing a environment of general school to digital based, many people are afraid of ‘Digital Contents Addiction’ typified by internet addiction and game addiction. Nevertheless, detailed information about these addictions at the level of the neuroscience is unknown. So, the purpose of this study is propose a major regions of addicted brain on internet and game by literature review about study on these addiction using brain-imaging methods for correct apply on digital education field. As a result, major regions of internet addiction are dorsal lateral prefrontal cortex(DLPFC), cingulate cortex(CC), superior frontal gyrus(SFG), Insula, Parahippocampal Gyrus(PHG) and striatum. And, major regions of game addiction are DLPFC, CC, orbito-frontal cortex(OFC), insula, thalamus, striatum and Amygdala. The DLPFC, CC, striatum, insula were collected, because referred on internet addiction and game addiction in common. The abnormality of these regions make reward system on digital experience more sensitive, induce the habit forming of uncontrolled thinking and behavior, finally resulting digital addicted characters. The results of this study suggest the practical information for diagnosis, treatment and prevent the digital contests addiction on digital based learning and learners.

새의 비행에 대한 생체모방 기반 날틀 발명의 융합적 사고 과정:

권승혁(Kwon Seung Hyuk),엄증태(Eom Jeung Tae),이영지(Lee Young Ji),권용주(Kwon Yong Ju) 학습자중심교과교육학회 2015 학습자중심교과교육연구 Vol.15 No.10

융합적 사고는 생명과학교육에서 창의적 문제 해결의 가장 핵심이다. 융합적 사 고에 대한 다양한 연구에도 불구하고, 융합적 사고의 실제 과정에 대해서는 알려진 바가 거의 없다. 이에 본 연구에서는 새의 비행을 생체모방하여 비행기구를 발명하 는 과정을 작성한 레오나르도 다 빈치의 노트를 분석하여 융합적 사고의 과정을 제 안하였다. 이를 위해서 융합과 이와 관련된 사고에 대한 문헌 분석을 통해 분석틀을 구성하고 이를 기반으로 노트를 분석하였다. 이 후, 사고 과정을 구성하는 요소와 논리적 순서를 기반으로 융합적 사고의 과정을 구성하였다. 융합적 사고는 크게 ‘탐 색’, ‘설계’, ‘구현’의 세 단계이다. ‘탐색’단계는 문제 상황을 확인하고 목표와 관련된 지식을 조사하는 단계이다. ‘설계’단계는 목표에 도달할 수 있는 창의적인 산출물을 고안하고, 이를 대상으로 목표 달성을 평가하는 기준을 고안하는 단계이다. ‘구현’ 단계는 창의적 산출물을 직접 제작하고, 이를 활용해서 문제를 해결하면서 평가하는 단계이다. 본 연구 결과는 융합적 사고에 대한 기초적인 틀을 제공할 수 있으며 실 제 융합적 사고의 증진에 효과적인 학습 프로그램의 개발을 촉진할 수 있을 것이다. Convergence thinking is a real root of creative problem solving in science education. Despite of numerous study on convergence thinking, little is understood about actual process of convergence thinking. Therefore, in this study, we proposed process of convergence thinking, analyzing Leonardo Da Vinci Note composed with study flight machine based on bio-mimicking flight of bird. In progress, the note was analyzed by analysis framework developed via literature review on convergence and –likewise thinking. Afterwards, we composed process of convergence thinking, considering constituent and its logical sequence. The results show three stages largely. ‘Exploration’ is stage investigating problem, and related knowledge to achieve the goal. ‘Design’ is stage composing the creative work and evaluation criteria. ‘Implementation’ is stage to make creative work and evaluate adjustment result. This results can provide basic frame on convergence thinking, and promote development learning program with actual effect.

융합 사고와 화학문제풀이 과정에서의 두뇌 활성 양상과 기능적 연결성

권승혁,오재영,이영지,엄증태,권용주,Kwon, Seung-Hyuk,Oh, Jae-Young,Lee, Young-Ji,Eom, Jeung-Tae,Kwon, Yong-Ju 대한화학회 2016 대한화학회지 Vol.60 No.3

The purpose of this study was to investigate brain activation pattern and functional connectivity during convergence thinking based creative problem solving and chemistry problem solving to identify characteristic convergence thinking that is backbone of creative problem solving using functional magnetic resonance imaging(fMRI). A fMRI paradaigm inducing convergence thinking and chemistry problem solving was developed and adjusted on 17 highschool students, and brain activation image during task was analyzed. According to the results, superior frontal gyrus, middle frontal gyrus, inferior frontal gyrus, medial frontal gyrus, cingulate gyrus, precuneus and caudate nucleus body in left hemisphere and cuneus and caudate nucleus body in right hemisphere were significantly activated during convergence thinking. The other hand, middle frontal gyrus, medial frontal gyrus and caudate nucleus in left hemisphere and middle frontal gyrus, lingual gyrus, caudate nucleus, thalamus and culmen of cerebellum in right hemisphere were significantly activated during chemistry problem solving. As results of analysis functional connectivity, all of areas activated during convergence thinking were functionaly connected, whereas scanty connectivity of chemistry problem solving between right middle frontal gyrus, bilateral nucleus caudate tail and culmen. The results show that logical thinking, working memory, planning, imaging, languge based thinking and learning motivation were induced during convergence thinking and these functions and regions were synchronized intimately. Whereas, logical thinking and inducing learning motivation functioning during chemistry problem solving were not synchronized. These results provide concrete information about convergence thinking. 본 연구는 창의적 문제해결능력의 향상에 필수적인 융합 사고의 특성을 알아보기 위해 기능적 자기공명영상을 이용하여 창의적 문제해결에 기반한 융합 사고와 화학문제풀이를 하는 동안의 두뇌 활성 영역과 기능적 연결성을 알아보았다. 이를 위하여 시각 기반의 융합 사고 유발 과제와 화학문제풀이 과제를 개발하고 고등학생 17명을 대상으로 적용하여 과제 수행 동안의 두뇌활성영상을 분석하였다. 연구 결과, 융합 사고 시에는 두뇌 좌측의 상전두이랑, 중전두이랑, 하전두이랑, 내측전두이랑, 전대상이랑, 쐐기전소엽, 미상핵체에서 두뇌 우측의 쐐기소엽, 미상핵체에서 활성이 나타났다. 화학 문제풀이에서는 두뇌 좌측의 중전두이랑, 내측전두이랑, 미상핵체, 미상핵꼬리에서 두뇌 우측의 중전두이랑, 혀이랑, 미상핵체, 미상핵꼬리, 시상, 소뇌정상에서 활성이 나타났다. 기능적 연결성분석 결과 융합 사고 시에는 각 활성 영역들이 모두 기능적 연결망을 형성하고 있는 것으로 나타났으며 이와 대조적으로 화학문제풀이 시에는 우측 중전두이랑, 좌우측미상핵꼬리, 소뇌정상만이 기능적 연결망을 형성한 것으로 나타났다. 이러한 결과는 고등학생들이 융합 사고 시에 논리적 사고, 작업기억활성, 계획, 상상, 언어화, 학습동기 유발이 일어나며 이러한 기능들이 과제를 수행하는 동안 서로 밀접하게 동조하고 있음을 보여준다. 반면 화학문제풀이 시에는 논리적 사고와 계획, 비교, 학습동기유발의 기능들을 수행하지만 각영역들이 동시에 활발히 작용하지 못하는 것을 보여준다. 이러한 결과는 융합 사고에 대한 구체적인 정보를 제공할 수 있을 것이다.