영재 학생들의 Mentorship교육에 관한 연구

허정윤(Jung-Yun Heo),이상천(Sang-Chun Lee),최규성(Kyu-Seong Choi) 한국영재학회 2003 영재교육연구 Vol.13 No.3

본 연구의 목적은 영재 교육에 있어서 Mentorship 교육의 유용성을 알아 보고자 한다. 대학교 부설 영재 교육원에서 수학중인 학생 중 심화 단계에서 Mentorship의 신청을 받아 실시하고 수행과정의 특성관찰과 설문지를 통한 학생들의 의견을 통해 그 유용성을 검증하였다. Mentorship을 통해 학생들은 자기 주도적 학습 능력이 향상되었고, 실험설계를 직접 수행함으로서 과학적 사고능력과 창의적 문제 해결력이 신장되었으며. 논문을 직접 발표함으로써 실제 과학 활동을 통한 과학자의 자긍심을 가지게 되었다고 볼 수 있다. 또한 설문 결과 학생들이 느끼는 Mentorship의 결과도 매우 긍정적으로 평가했다. Mentorship은 영재학생들에게 체험과 사고의 폭을 넓히고 과학적 사고 능력과 창의적 문제 해결력을 향상시킬 수 있는 교육방법 중 하나라고 말할 수 있다. The purpose of this research is to find out the usefulness of the Mentorship program for gifted science students. The usability has been proved by the results from a survey of a group of mentorship education students. Among those surveyed some are the students a gifted science education institute in university. Students have improved their own study ability, creative problem solving ability by performing the experiment planning on their own, and presented their papers through Mentorship program, and it is possibly observed that they have their own dignity as scientist by performing the actual science activities. Also, with the result of the survey, the effectiveness of the Mentorship program is very positive onto the students. Mentorship program is one of the educational method to widen the students' experience chances, and the depth of thought, and improve the scientific ability and creative problem solving ability.

한국어 및 영어 프롬프트 변화에 따른 ChatGPT 코드 생성 및 설명의 비교 분석

허정윤(Jung Yun Heo),박정연(Jeong Yeon Park),이재성(Jae Sung Lee) 한국정보과학회 2023 한국정보과학회 학술발표논문집 Vol.2023 No.12

A Mentorship Model based on KIGES' Mentorship program

성현숙,이상천,허정윤,우정수,Sunk, Hyun-Sook,Lee, Sang-Chun,Heo, Jung-Yun,Woo, Jeong-Soo The Korean Society for the Gifted 2004 영재교육연구 Vol.14 No.4

심화교육의 한 형태인 사사교육은 21세기를 주도할 과학영재들에게 적합한 교육방법으로 알려져 오고 있다. 사사교육은 과학영재들에게 멘터와의 긴밀한 관계 및 연구를 통해 자신의 능력 및 과학자로서의 태도를 기르는 데 도움을 주고 있다. 경남대학교 과학영재교육원 (KIGES)은 지난 5년간 사사교육 프로그램을 운영해 오고 있다. KIGES의 경험을 포함하여 사사교육이 과학영재에게 제공하는 이점들을 토대로 사사교육 모형을 제안하였다. 이 사사교육 모형은 향후 사사교육 참여자들에게 사사교육의 과정을 용이하게 할 뿐만 아니라 사사교육의 효과를 증진시키는 데 도움이 될 것으로 사료된다. Mentorship as an enrichment program as well as a promising educational method in the 21st century for the gifted students in science provides young scientists with opportunities to develop their abilities and attitudes regarding research. Kyungnam Institute of Gifted Education in Science (KIGES) has run mentorship program for five years. Many advantages of mentorship program for the science gifted students are reviewed including those of KIGES. A mentorship model for future student research programs is proposed as a way to facilitate the process of mentorship.

공황장애에서 단기약물치료가 불안민감도와 삶의 질 및 기능장애에 미치는 영향

오윤혜,최관우,김보라,허정윤,유범희,Oh, Yun-Hye,Choi, Kwan-Woo,Kim, Bora,Heo, Jung-Yoon,Yu, Bum-Hee 대한불안의학회 2013 대한불안의학회지 Vol.9 No.1

공황장애 환자에서 12주간의 escitalopram 약물치료 결과, 공황장애 증상은 관해 상태에 이르렀고, 높은 불안민감도와 삶의 질 저하 및 기능장애가 모두 유의하게 호전되었다. 하지만 공황장애 환자들은 약물치료 후에도 여전히 상대적으로 높은 불안민감도와 삶의 질 저하 및 기능장애를 보여서 이의 회복을 위해서는 장기간의 약물치료가 필요할 수 있겠다. Objective : Panic disorder is a chroni, debilitating illness, and has been known to be affected by high anxiety sensitivity and a poor quality of life. We examined if 12 weeks of pharmacotherapy with escitalopram could affect anxiety sensitivity, quality of life, and general disability in patients with panic disorder. Method : We enrolled 27 patients who met the DSM-IV-TR criteria for panic disorder, with or without agoraphobia, and completed 12 weeks of escitalopram treatment. We enrolled 29 normal control subjects who were matched for age and sex compared with the panic patients. All subjects were assessed using the Hamilton Rating Scale for depression (HAM-D), Hamilton Rating Scale for Anxiety (HAM-A), Panic Disorder Severity Scale (PDSS), Anxiety Sensitivity Index-Revised (ASI-R), WHO quality of life assessment (WHO-QOL) and Sheehan Disability Scale (SDS) before and after 12 weeks of treatment. Result : Panic disorder patients had a higher Anxiety sensitivity, a poorer Quality of life, and significant disability than normal control subjects at baseline. After the treatment, Panic disorder patients showed significant improvement in the severity of panic symptoms in terms of the HAM-A p<0.001), HAM-D (p<0.001) in addition, the reached a remission state in terms of the PDSS score. They also showed significant improvement in the ASI-R (p<0.001), WHO-QOL (p<0.001) and SDS (p<0.001), but mean scores of the ASI-R, WHO-QOL and SDS in panic disorder patients were did not reach normal levels. Conclusion : This study suggests that 12 weeks of pharmacotherapy with escitalopram could improve anxiety sensitivity, quality of life, and disability in panic disorder patients, although their anxiety sensitivity, quality of life and disability were not yet normalized after short-term pharmacotherapy. Thus, long-term pharmacotherapy may be necessary for panic disorder patients in order to get an optimal clinical response in terms of anxiety sensitivity, quality of life, and general disability.

혀전방화 프로그램이 구개파열 아동의 과대비성 개선에 미치는 효과

강수균(Kang Soo-Kyoon),이필상(Lee Pil-sang),허정윤(Heo Jung-Yun) 한국재활과학회 2004 難聽과 言語障碍 Vol.27 No.1

The purpose of this study was to examine the effect of hypernasality reduction and articulation accuracy improvement of cleft lip and palate children by using a program of anterior tongue placement. Three cleft lip and palate children were selected as subjects. The subjects were normal in intelligence, hearing, eyesight and visual perception. They also didn't show complete velopharyngeal incompetency innately. To select subjects, the following tests were applied; a) K-WPPSI intelligence test, b) Preschool Language Scale, c) Picture Consonant Articulation Test, and d) Nasalization Diagnosis Method for Cleft Palate. A 45-minute session was taken four times a week. I applied the anterior tongue placement program developed by myself to each subject. This program was made to improve posterior tongue placement of cleft lip and palate children, using /ㄷ/, from low vowel to high vowel, and from meaningless syllable to sentence. To examine the hypernasality improvement by a nasometer using the anterior tongue placement program, I performed pre-post evaluation, and performed midterm evaluations 3 times. To examine the articulation accuracy improvement effect, two speech pathologists participated in the pre-post evaluation. The reliability between the three pathologist including the research was 83%. To examine the transfer effects of the hypernasaJity improvement in words including untrained phonemes, I performed pre-post evaluation. The results of this study were as follows; First, after I performed the anterior tongue placement program by using a nasometer on my subjects, the nasalance of subject A decreased from 25.53% to 12.34%. The nasalance of subject Band C decrased from 31.03% to 14.36% and from 16.91 % to 7.38% respectively. Second, after I performed the anterior tongue placement program, the articulation accuracy improvement effect of subject A was 14%, and subject B and C was 13% and 9% respectively. Third, after I performed the anterior tongue placement program, the hypernasality improvement transfer effect in words including untrained phonemes of subject A was 3.24%, and subject Band C was 3.39% and 2.27% respectively. The conclusions of the study were as follows; First, the anterior tongue placement program by a nasometer had an effect on the hypernasality improvement of deft lip and palate children. Second, the anterior tongue placement program had an effect on the articulation accuracy improvement of deft lip and palate children. Third, the anterior tongue placement program had an effect on the hypernasality improvement transfer in words including untrained phonemes The results of this study showed that this anterior tongue placement program was effective for cleft palate children.