수학 교과에 대한 정의적 영역과 인지적 영역의 연관성에 대한 종단 분석

김현주,김원경 한국교원대학교 교육연구원 2017 敎員敎育 Vol.33 No.2

The purpose of this study is to analyze longitudinal association between mathematical affective domain and cognitive domain. For this purpose, we used the Korea Education Longitudinal Study data(KELS 2005) which included students’achievement test scores and affective domain scores from the 7th grader in 2005 to the 9th grader in 2007. Subjects of this study is a total of 6004 students who got achievement test scores and answered to the mathematical affective domain survey in KELS 2005. The result findings are as follows. First, equal causation relationship between mathematical affective domain and cognitive domain is found and students’affective domain had slightly decreased as they went up to higher grade. Second, the level of mathematical affective domain and cognitive domain did not change easily specially for high level students of both domains and for low level students of both domains. Third, there is a tendency for the students who have big difference between both level of domains that the level of affective domain changes dependently to the level of cognitive domain. 본 연구는 한국교육종단연구 자료를 기반으로 우리나라 학생들의 수학 교과에 대한 정의적 영역과 인지적 영역의 연관성을 종단적으로 분석하였다. 중학생 6004명을 대상으로 인지적 영역 점수(수학 학업 성취 점수)와 정의적 영역 점수(4점 척도의 설문조사 점수)를 분석한 결과는 다음과 같다. 첫째, 수학 교과에 대한 정의적 영역과 인지적 영역은 서로 영향을 주고받는 정도가 비슷한 상호 인과 관계에 있고, 정의적 영역은 학년이 올라 갈수록 조금씩 떨어진다고 할 수 있다. 둘째, 수학 교과에 대한 정의적 영역과 인지적 영역이 모두 상 수준 또는 모두 하 수준인 학생들은 학년이 올라가도 수준이 크게 변하지 않는다는 특성이 있다. 셋째, 중 1학년 때 정의적 영역과 인지적 영역 수준이 차이가 큰 집단에서는 정의적 영역 수준이 인지적 영역 수준을 따라가는 경향이 크다고 할 수 있다.

CMI 교육환경에서 교사들의 Computer Literacy가 직무 수행능력 및 만족도에 미치는 영향

김수욱,남민우,박성열 한국농·산업교육학회 2002 농업교육과 인적자원개발 Vol.34 No.4

The purpose of this study was to analyze the effect of teachers' computer literacy on job performance ability and satisfaction in CMI educational environment. In this study, the computer literacy was divided into three sub-domains such as cognitive domain, affective domain and psychomotor domain in order for the researcher to measure computer literacy efficiently.Based on the analysis of the data, the major findings are as follows:First, there was statistical significant difference between the male and female teachers of computer literacy both in cognitive and affective domain. The male teachers showed higher computer proficiency than the female teachers. There was also statistical significant difference of computer literacy according to the age of teachers both in sub-domains(cognitive domain, affective domain, psychomotor domain) and summated scores. The younger the teachers were, the higher the summated scores of the computer literacy.Second, both the job performance ability and satisfaction were identified as statistically significant according to the types of schools(elementary, junior high, high school).Third, the teachers equipped with high computer proficiency showed higher job performance ability and satisfaction than the teachers who have low computer proficiency.

Health for University Students in an Oral Health Class in a Semester

김효정 대한예방치과학회 2012 International Journal of Clinical Preventive Denti Vol.8 No.3

Objective & Method: To compare the knowledge, attitude, and behavior for oral health between university students receiving a semester of oral health class as a selective course and those not. Results: A questionnaire was administered to 458 students who took a class and 484 students not exposed to the oral health education. The data were collected and compared. The cognitive domain score was higher in the educated group than in non-educated group. The affective domain was evinced in more tooth brushing time and in tooth brushing method in the educated group than in non-educated group (cognitive domain: 0.73±0.03, 0.33±0.02) (affective domain: 0.40±0.15,0.22±0.16). In the psychomotor domain, the level was higher in frequency of dental visits and in the sorts of the auxiliary oral hygiene devices. Educational efficiency, measured by interest in oral health education, was higher in the educated group than in non educated group (psychomotor domain: 0.43±0.03, 0.30±0.21) (educational efficiency: 3.91±0.82,3.37±1.01). Promotion of oral health measured by symptoms over 6 months was no different between the educated group and non educated group (3.81±1.09, 3.85±1.00). Conclusion: It was recommended that the oral health class be opened as a selective course in most universities. By developing the proper educational content this effort will promote interest and motivation towards oral health for university students.

Health for University Students in an Oral Health Class in a Semester

Hyo-Jeong Kim 대한예방치과학회 2012 International Journal of Clinical Preventive Denti Vol.8 No.3

Objective & Method: To compare the knowledge, attitude, and behavior for oral health between university students receiving a semester of oral health class as a selective course and those not. Results: A questionnaire was administered to 458 students who took a class and 484 students not exposed to the oral health education. The data were collected and compared. The cognitive domain score was higher in the educated group than in non-educated group. The affective domain was evinced in more tooth brushing time and in tooth brushing method in the educated group than in non-educated group (cognitive domain: 0.73±0.03, 0.33±0.02) (affective domain: 0.40±0.15, 0.22±0.16). In the psychomotor domain, the level was higher in frequency of dental visits and in the sorts of the auxiliary oral hygiene devices. Educational efficiency, measured by interest in oral health education, was higher in the educated group than in non educated group (psychomotor domain: 0.43±0.03, 0.30±0.21) (educational efficiency: 3.91±0.82, 3.37±1.01). Promotion of oral health measured by symptoms over 6 months was no different between the educated group and non educated group (3.81±1.09, 3.85±1.00). Conclusion: It was recommended that the oral health class be opened as a selective course in most universities. By developing the proper educational content this effort will promote interest and motivation towards oral health for university students.

A Cognitive Approach to the Meanings of the English Definite Article THE

Kwanghee Lee(이광희) 담화·인지언어학회 2007 담화와 인지 Vol.14 No.1

The purpose of this paper is to analyze the English definite article under the framework of Cognitive Grammar (Langacker 1987, 1991a, 1991b, 2000). In the first place, I focused on the concept ‘cognitive domain’ proposed by Langacker (1987:147-182). According to the concept, almost all of the human speech acts can be conceptualized and schematized in human being’s cognitive domain. In order to facilitate the discussion of the data used in this paper, I employed some terminologies of my own creating. One of them is ‘cognitive bridge’. ‘Cognitive bridge’ is constructed by the speaker and then is built on the hearer’s cognitive domain. Its first role is to be used as a cognitive setting in which ‘the’ can be naturally used. In the middle of this paper, the scope of ‘cognitive bridge’ is enlarged to ‘speaker and hearer’s cognitive domain’, and later on, it can even be expanded to the marginal line of human being’s cognitive domain, finally leaving only ‘psychological boundary’ surrounding ‘the’. As the conceptualized or crystallized meaning in CG can be placed on the very top of every possible linguistic output, so the newly established superschema of 'the' in this paper will play the role of a so called central circuit of different usages of ‘the’.

인식론적 신념의 영역 일반성 대 특수성 쟁점과 교육맥락 변인과의 관련성

윤초희(Cho Hee Yoon) 한국교육심리학회 2011 敎育心理硏究 Vol.25 No.3

우리의 마음은 세상을 있는 그대로 반영하는가? 지식은 자연의 있는 그대로의 모습을 비춰주는 ``거울``인가? 혹은 인식하고 있는 주체에 의해 채색되고 특정 맥락 내에서만 타당성을 갖는 구성적 본질을 갖는가? 학습자들은 이러한 앎의 과정과 앎의 본질에 대해 어떤 인식을 가지고 있는가? 이 연구는 인식론적 신념의 여러 측면들 중에서 여전히 논쟁이 되고 있는 영역 일반성 대 특수성 문제를 제기하며, 문제해결의 단초를 제공할수 있는 발달적 관점을 고찰하고 이를 검증하고자 하였다. 신념의 영역 특수성이란 특정 지식 영역에서 주로 사용하는 방법론이나 패러다임적 전제로 인하여 영역에 따라 상이한 신념을 가질 수 있음을 의미한다. 일부 연구자들은 영역 일반성 또는 영역 특수성 여부가 학습자의 발달수준이나 전문성의 정도에 따라 달라질 수 있기 때문에 이러한 이분법적 사고가 부적절하다고 주장한다. 즉, 지식 영역을 구분하여 마음과 실재의 관계를 고려하지 않는 아동기의 일반적 신념에서 시작하여, 청소년기 상대주의적 사고의 출현과 더불어 영역 일반성과 특수성이 분리되기 시작하고, 다시 대학에서의 전문적인 훈련에 의한 세련된 신념이 전공 영역뿐만 아니라 타 영역에도 일반화될 수 있다는 가능성이 제기되었다. 이 연구는 이러한 가설을 검증하기 위한 시도이다. 연구를 위해 경성학문(공학) 전공자와 연성학문(사회과학) 전공자 474명을 표집하였으며, 영역 특수한 신념 검사와 영역 일반적 신념 검사에서의 수행을 분석하였다. 분석결과 나타난 영역 특수한 신념의 하위 변인들 간의 높은 상관과 영역간의 유의한 평균 차이는 영역 일반성과 영역 특수성 요인을 모두 지지한다. 또한 발달패턴에 대한 분석결과는, 인식론적 신념이 특정 분야에서 강조되는 방법론이나 교수방식의 영향을 받고 이러한 교육맥락 효과는 영역 특수한 신념을 더욱 강화시키는 한편, 영역 특수한 신념은 학년이 증가하면서 다른 영역에도 어느 정도 전이될 수 있음을 보여주고 있다. Does the mind reflect the world as it is? Is knowledge so-called a ``mirror of nature``? Or is it a constructive entity which is shaped by those doing the knowing and has validity only within certain contexts. What perspectives do learners have on this knowing process and the nature of knowing? This study raises the still-controversial issue of the domain generality versus specificity of epistemological beliefs and reviews the developmental perspective which may provide a key to the issue. The domain specificity refers to the notion that epistemological beliefs vary across domains as the domains employ different methodology and paradigmatic assumptions. Several authors claim that the presupposition of a dichotomy is inappropriate since domain generality-specificity may vary depending on the developmental level and expertise. Children`s epistemological beliefs tend to be domain independent. As they approach adolescence and relativistic thinking about matters of the social domain emerges, their domain specific beliefs begin to separate from domain general beliefs. As their expertise in their own disciplinary areas develops, they may generalize their domain specific beliefs to other domains. This study is an attempt to testify this hypothesis. For this purpose, 474 1st to senior college students participated in the study and were administered self-report measures of domain general and domain specific epistemological beliefs. The high correlations among the sub factors and the significant mean differences between the domain specific beliefs support both the domain generality and domain specificity assumptions. The results of developmental patterns indicate that epistemological beliefs are influenced by methodological assumptions and instructional approaches emphasized in a given area, and that this educational context effect reinforces domain specific beliefs, which, in turn, may be generalized to other domains as expertise develops.

‘물’을 근원 영역으로 한 은유 연구

전혜영 이화어문학회 2020 이화어문논집 Vol.52 No.-

이 논문의 목적은 한국어 표현에서 근원 영역 ‘물’ 개념이 어떤 개념을 이해하는 데 사용되는지를 인지의미론적 은유 개념을 적용하여 밝히는 데 있다. 세종말뭉치 자료를 대상으로 물 자체의 성질을 나타내는 동사를 검색하여 물 관련 은유 표현의 용례를 찾고, 이 표현을 통해 ‘물’을 근원 영역으로 하여 이해하고자 하는 목표 영역이 무엇인지 살펴보았다. 물 은 유의 양상은 물의 움직임과 관련된 ‘흐르다, 넘치다, 고이다, 새다, 스미다’ 등의 동사가 사용된 용례 중심으로 살펴보았는데, 용례에서 은유 표현을 식별하는 과정을 거친 후 은유의 양상을 정리하였다. 그 결과, 물의 성질 을 사용한 은유 표현의 목표 영역이 ‘감정, 돈, 시간, 분위기, 정보, 말’ 등 으로 다양하게 나타나는 것을 발견할 수 있었다. 이로써 인간의 생활에 필수적인 물이 인간의 사유 체계에 중요한 근원 영역을 제공하고 있으며, 물을 근원 영역으로 한 은유를 사용하는 것이 인지적으로 특정 목표 영역의 개념에 대한 이해를 돕는 장치로 작용하고 있음을 알 수 있었다. 이 연 구는 은유에 사용되는 두 영역 중 근원 영역에 대한 고찰을 목표로 하고 있다는 점에서 기존 연구와 다른 의의를 가질 것이며, ‘물’ 은유의 양상은 한국어 사용자들이 근원 영역인 ‘물’을 통하여 어떤 사유를 하는지 보여줄 것이다. This study aims to investigate how water as a natural object is used as a source domain for concept understanding in Korean expressions by drawing on cognitive semantic metaphor concepts. This study explores metaphorical expressions using water by searching the Sejong corpus for verbs representing the intrinsic attributes of water. Based on the corpus results, this study examines water’s target domains by considering water as a source domain. This study explores, categorizes, and determines the aspects of metaphor expressions, including verbs that express water’s movement, e.g., flow, overflow, stagnate, leak, and permeate. The findings show that target domains that use the intrinsic attributes of water are emotion, money, time, atmosphere, information, and word. Consequently, this study suggests that water as a vital source of human life provides a source domain that is important for cognitive processes. The results also indicate that applying water metaphor as a source domain helps to understand a particular target domain cognitively. This study contributes to cognitive semantics research by focusing on source domains, rather than target domains, in metaphor expressions, and the aspects of water metaphor expressions shows how Korean speakers think when using water as a source domain.

현대중국어 동사 ‘開’의 의미확장 분석 – 힘 역학 원리에 기반하여

이운재 한국중국어문학회 2023 中國文學 Vol.117 No.-

본 논문에서는 힘 역학 이론을 기반으로 하여 동사 ‘开’의 의미확장에 대한 논의를 진행하였으며 이를 시각화한 의미도식을 제시하였다. 동사 ‘开’의 원형의미는 ‘开门’으로, 이 동작은 닫혀있던 그릇의 덮개에 물리적인 힘을 가해서 그릇을 열린 상태로 변화시키는 동작을 가리킨다. 그릇도식의 관점에서 ‘开门’은 그릇, 덮개, 내용물의 3가지 요소를 함축하는데, 이들 간의 힘의 상호작용이 동사 ‘开’의 의미확장과 관련이 있다고 보고 있다. 본고에서는 힘 역학적 관점에서 동사 ‘开’는 공간영역과 시간영역의 두 가지 차원의 의미를 지니고 있으며, 공간영역은 감정·인지영역으로 의미확장되는 경향이 있다는 것을 설명하였다. 동사 ‘开’의 공간영역에서 열림에서 닫힘으로의 공간적 변화는 분리와 개방의 순차적 경로를 통해 실현되며, 이러한 분리와 개방을 토대로 각각 ‘발급·지급’, ‘(공간적) 확장’과 ‘해제’, ‘확산’으로 의미확장된다. 동사 ‘开’의 시간영역은 그릇의 내용물이 외부로 흘러나오고 활동이 시작되는 것과 관련이 있으며, 이에 따라 동사 ‘开’는 ‘시작’의 시간개념을 함축하게 된다. 동사 ‘开’의 시간영역은 ‘시작’ 의미에서 ‘개최·개설’과 ‘작동’ 의미로 확장되는데 ‘개최·개설’ 의미는 활동, 행사, 이벤트 등을 개시하거나 시작하는 의미를 나타낼 때 쓰인다. ‘작동’ 의미의 경우 자동차, 선박, 전자 기기와 같이 엔진 또는 전기를 동력으로 사용하는 기기를 조작하는 언어표현에서 사용된다. 동사 ‘开’의 감정·인지영역은 공간영역의 ‘확산’ 의미에서 전이되었으며, 이 영역에서 동사 ‘开’와 공기를 이루는 신체명사는 경험의 그릇으로 간주되어 비유적인 의미를 생성하는 데 기여한다. 본 논문에서는 힘 역학 원리를 기반으로 동사 ‘開’의 의미확장에 대해 통합적이고 체계적으로 논의하였다. 더불어, 의미영역 간의 개념적 연결을 시각화한 의미도식을 제시함으로써 동사 ‘開’의 의미확장에 대한 논의를 깊이 있게 다루었다. This paper discusses the semantic extension of the verb ‘开’(kāi) based on the principles of force dynamics and provides a visual representation of its meaning. The original meaning of ‘kai’ is 'to open a door,' representing the action of opening a door. This action involves applying physical force to a cover or lid to separate it and transform a closed container into an open state. The paper considers Talmy's force dynamics principle as the cognitive mechanism underlying the semantic extension of the verb ‘kai’ and discusses this in detail. In the main discussion, the paper divides the spatial and temporal domains of the verb ‘kai’ based on force dynamics. The spatial domain tends to extend into emotional and cognitive domains. The spatial changes of the verb ‘kai’ are realized through a sequential path of separation and opening, which is explained as a process where actions of separation or opening expand into ‘spatial expansion’ and ‘separation,’ ‘release’' and ‘diffusion’. The temporal domain of the verb ‘kai’ is related to the contents of a container flowing out and the initiation of an activity, hence ‘kai’ implies the concept of ‘beginning’. This temporal domain extends into meanings related to ‘operation’ and ‘hold·open’, such as when operating devices powered by engines or electricity or when initiating activities, ceremonies, or events. The emotional and cognitive domain of the verb ‘kai’ extends from the concept of ‘diffusion’ in the spatial domain. In this domain, ‘kai’ metaphorically associates emotions and vision with containers and is used in language expressions. In the emotional and cognitive domain, nouns referring to the body are primarily used, and these body nouns are considered as containers of experiences, contributing to the creation of metaphorical meanings. In this paper, the extension of the verb ‘kai’ in the emotional and cognitive domain is discussed based on force dynamic patterns, and a visual representation of this extension is presented through a semantic diagram.

The Pattern of Cognitive Warfare in Modern Battles and Conflicts

In-Chan Kim,Se-Jin Jang,Seung-Min Shin,Chang-Ho Kim,Hyo-Won Ahn,Won-Bin Kye,Jong-Hoon Kim 사단법인 국제융복합연구원 2024 International Journal of Convergence Vol.1 No.1

Cognitive warfare, also known as fifth generation warfare, is considered a crucial factor in achieving victory in modern battles and conflicts. Authoritarian State such as the N.Korea, Russia, and China have identified the cognitive domain as the sixth domain, following land, maritime, air, space, and cyber/electromagnetic domains. These countries are actively seeking to gain an advantage in the cognitive domain through the use of social media and dissemination of false information. In light of this, we will analyze the cognitive warfare tactics employed in the 2020 Armenia-Azerbaijan War and the 2021 Israel-Palestine Conflict, define the concept of cognitive warfare for our military, and propose strategies for both conducting and responding to cognitive warfare.

국어과 인지적 사고 영역의 체계화 연구

김종률 한국어교육학회 2014 국어교육 Vol.0 No.145

The purpose of this study is to seek the systematization of Korean language cognitive thinking domain. First, system-related term of cognitive thinking domain was established at thinking type and thinking subtype in order to eliminate confusion in using the system-related term. Next, the system-related term has been utilized in the critical review on previous study. Finally, the result of the critical review suggest several possibilities in the systematization of Korean language cognitive thinking domain. The possibilities are setting of realistic thinking, understanding thinking, logical thinking, critical thinking, creative thinking in terms of thinking type and setting of main fundamental thinking, main complex thinking in terms of thinking subtype and setting of individual thinking by thinking subtype. In addition, some thinking have been added. Based on this, the system of Korean language cognitive thinking domain was presented.