Teacher Clarity and Student Achievement

신동노(Dong No Sin) 전북대학교 인문학연구소 1987 인문논총 Vol.17 No.-

敎師의 質問形式과 方式이 學生의 槪念學習 成就에 미치는 影響

申東魯 全北大學校 學生生活硏究所 1990 學生生活硏究 Vol.18 No.-

The purpose of this study was to identify the effect of manipulating two forms and two atrategies of adjunct question concept learning. The experimental effect of two cognitive levels of questions(factual vs. application) and two types of questions addressed(test-like events vs. individually addressed questions) on concept learning was determined. Two hundred and eighteen subjects from four intact high school classes in Korea assigned to four experimental groups respectively. Four kinds of lesson plans for experimental treatments and "Concept Learning Test" for measuring the dependent variable were developed by the researcher. The four lesson plans were constructed through the combination of two practice modes by two cognitive levels of questions. After treatment, a concept learning test composed of three subtests -- recall, application, and transfer -- was administered. The resulta of the data were analyzed by the use of four two-way ANOVAs. Results revealed that there was no significant difference correctively between the effect of factual questions and that of application questions on concept learning. Students who received factual questions scored significantly higher on the recall subtest than those who received application questions. However, no differences were detected between factual groups and application groups on application, transfer, and total subtest scores. On the orther hand, there was a significant difference between indevidually addressed quesions and test-like events in concept learning. Compared to individually addressed questions, test-like events did significantly improve students ability to apply and transfer in concept learning. In particular, it was found that application questions under test-like events not only helped to improve ability to apply given concept to new cases, but also helped to develop a transferable attention/processing strategiy which facilitated new concept learning. However, no overall interaction effect was detected between cognitive levels of questions and types addressed.

大學修學能力試驗의 測定內容과 行動設定을 위한 要因分析 : 數理-探究 下位檢査를 중심으로 Focused on Math and Inquiry Subtest

申東魯 全北大學校 學生生活硏究所 1994 學生生活硏究 Vol.21 No.-

The SAT(College Scholastic Aptitude Test) is to test the basic academic skills necessary for university education, which are assumed to be general across all subject matters. The purpose of this study was to construct measurmental content and behavior for the Math and Inquiry Subtest of Korean SAT. Through analysis of Scholastic Aptitude Test of America, the American College Testing Program, and Korean High School Curriculum, Forty one measuremental items composed of combination of content and behabior were illustrated. Those items were rated through five step rating scales by both students and professor randomly sampled. Collected data were analyized by using factor analysis. Math and Inquiry Subtest is mainly composed of five factors. These include the social phenomenon analysis-synthetic ability, the natural phenomenon scientific inquire ability, the math comprehensive ability, the social scientific comprehensive ability, and the social phenomenon comprehensive ability. This study arbitrarily adopted measuremental items as basic data for factor analysis. For the more systematic construct of measurement items, somewhat different study of this kind under various sample with other approach will be needed.

綜合点數와 下位檢査点數와의 關係

申東魯 全北大學校 學生生活硏究所 1983 學生生活硏究 Vol.11 No.-

Many of the scores used in psychological measurement are composites made up of sum of scores on a series of component variables. Composite variables, then, are need to be examined their nature and special characteristics to meet a better, more precise, or more representative measurement. The composite variables have few statistical properties that can not be derived from analysis of components or the relationship between components. Thus, this study is to relate the mean and variance of composite scores to the means and variances of scores on the components that make them up. Moreover, the study examines the correlation of composites with other single variable and with other composites, and compare summed composite scores with average composite scores. The overall purpose of the study is to show how the characteristics of a composite score are influenced by the characteristics of the components that make it up, and to show how the correlation between the composite and some other variable is influenced by the characteristics of the individual components making up the composite. In line with the above purpose, the results obtained from the study may be summarized as follows: The mean of composite scores is merely the sum of the means of the components, and the variance is the sum of the variances of the components plus the sum of their covariances. The correlation between a composite and a variable outside of it is a function of the correlations between the components and the outside variable, the inter correlation among the components, and the number of components. The higher the correlations between the components and the outside variable, the higher the correlation, and larger the number of components, the lower the inter correlations among the components. The magnitude of the correlation between a component and the total composite is a function of the magnitude of correlations between that component and the other components. The higher the cross correlations, the higher the correlation ; and the lower the inter-correlations among the components.

道德性의 發達과 環境

申東魯,張澤洙,李在松 全北大學校 學生生活硏究所 1995 學生生活硏究 Vol.22 No.-

The major approaches on morality, as the ability of moral judgement, include psychol-analytic, behavioralist, and cognition-developmental perspectives. While Piaget compared heteronomous morality with autonomous morality in his discussion of the developmental stages of morality, Kohlberg devided the stages into three levels and six stages. His three levels include preconventional, conventional, and postconventional levels. For the difference of morality, age is an important variable. Orphan asylum students have, in general, lower morality than general students. While the studies on the gender effect in general population did not produce consistent results, our study on a sample of orphan asylum students shows that female students have higher morality than male students if their age is same. According to Kohlberg, even though cultural differences do not influence the sequence of moral development, cultural differences and the degree of modernization influence the contents of the last stage of moral development or reasoning. Intellectual and social stimuli also influence the development of morality very much and some adults may not achieve the last stage of moral development. In the relationship between environment and the development of morality, family, peer, social, cultural, and economic environments are the important variables to influence the development of morality. Especially, asylum environment has negative effects on the development of morality for children. It is well know that many studies show a high correlationship between environment and moral development. Hower, there is lack of studies about childern and the youth in asylum environment in Korea. Since asylum environment has very serious effects on the development of morality, there should be more attention to the effects of asylum environment on moral development. The studies on the effects of asylum environment can help children and the youth in asylum environment achieve a more positive selp-concept and the ability to develop better moral judgement.

行動目標의 理論的 背景과 效果的인 適用方案

申東魯,趙在國 全北大學校 學生生活硏究所 1990 學生生活硏究 Vol.18 No.-

This paper is aimed at reviewing the theoretical background of behavioral objective and listing the limitations of them on the basis of both my won teaching experience and reviewing literature in order to propose alternatives. To this purpose, some scholars' efforts and achievement will be reviewed, and then I will scrutinize the limitations of behavioral objectives for their field application. The application of behavioral objectives in the description of educational objectives was generalized and played a great role in designing instructional programs among teachers from the middle of 1960's to the early of 1970's. But it seems that some educators have begun to review the applied result of behavioral objectives and tried for the better development of behavioral objectives. Some educators tried to specify educational objectives in the early 1900's. It was Franklin Bobbitt who emphasized the importance of educational objectives for the first time in terms with behavioral objectives. Ralph Tyler contributed significantly to the development of educational objectives in 1950's. Benjamin Bloom and his colleagues argued operationalized theoretical assertions by classification of educational objectives in the cognitive domain, affective domain, and the psychomotor domain. Mager described the situation of behavior, the ordering procedural of acceptance, and now to describe objectives. Gagne´ contributed critically to the specification of behavioral objectives by proposing hierachical analysis through the analysis of learning task. But in 1980's there have been some arguments among cognitive theoreticians and humanists that behavioral objectives can not be applicable to all areas of instruction. They have argued that behavioral objectives have some limitations achieving integrative instructional aims and result in the poor situation of learning, and that they are inappropriate for affective area. Some educators have studied about the whole structure of knowledge, the indevidualization of students' learning abilities, the presentation of expressive objectives, general procedural objectives in affective domain. The process-oriented objectives is focused on learning process in order to make up for limitations of behavioral objectives. Educators should admit that behavioral objectives have played a great role in improving the quality of education and that they also have both advantages and limitations. Therefore, we educators should have our won judgement with regard to both advantages and limitations of behavioral objectives in curriculum construction so as to apply them appropriately. And also we had better pay attention to the learning process in curriculum construction by studing various methodologies.

適應的 授業處方 프로그램 開發에 關한 硏究

申東魯,金根坤 全北大學校 學生生活硏究所 1993 學生生活硏究 Vol.20 No.-

Ⅰ. 緖 論 Ⅱ. 適應授業의 槪念 Ⅲ. 適應的 授業處方을 위한 戰略 A. 學習量의 適正化 B. 授業系列의 適應 C. 學習時間 適應 D. 補充情報를 통한 統制戰略 適應 E. 피이드백의 多樣化 Ⅳ. 適應授業 處方 프로그램 A. 適應授業 處方의 設計 B. 適應授業 處方을 위한 授業戰略 C. 授業프로그램의 開發 Ⅴ. 結 論 參考文獻 Many educational researchers have indicated that the design of mechanism adapting instructional treatment to the individual student's psychological learning process. Adaptive instructional systems can be characterized as including the following; a) an initial diagnostic assessment of each student in reference to a given learning task, b) on-task assessment that iteratively updates the diagnosis and prescription, c) determination of the amount of instruction based on student progress towards mastery, d) selection of the sequence of instruction by a response-sensitivity strategy according to cognitive processing needs, e) adjustment of the moment-to-moment instructional time so as to reduce off-task learning time, and f) providing continuous advise to the student on learning progress and learning needs. The strategies for adaptive instruction are adapting the amount of instruction, sequence of instruction, instructional display time, advisement information, and feedback. These strategies are based upon design of adaptive instruction. In this study, researchers developed adaptive CBI program, based on sequence of content and example difficulty for coordinate concept learning. Content sequence, the first independent variable, consisted of two levels: generalization and discrimination. Example difficulty, second variable, consisted of two levels: systemacally rated difficulty level and randomly rated difficulty level. This study focused on adptive CBI programs, that is, generalization/systematical difficulty strategy and discrimination/systematical difficulty strategy. These programs would facilitate to determine effectively optimal amount and sequence of instruction to each student based on various student characteristics and learning needs.

記憶裝置의 分類와 認知的 端緖構造에 관한 硏究

申東魯,趙在國 全北大學校 1991 論文集 Vol.33 No.-

Recently the importance of mnemonic strategies in learning has been recognized. Through the use of special mnemonic devices, recall performance have been obtained. However, systematic research on mnemonic devices is now stating. This study is concerned with the follwing four aspects of the nature of mneminic devices : (1) Variables affect the formation and usage of mnemonic devices. (2) Educational application of mnemonic devices and it's possibility. (3) Classification model for mnemonic devices, and (4) The properties of cognitive cuing structures for mediating recall with mnemonic created by the user. The define clearly and specially what properties are necessary for the components of any mnemonic devices to operate successfully. The notion of a cognitive cuing structures whose components posess the properties of constructibility, discriminability, associability, and invertibility was offered as a first step in the development of a theory of mnemonic devices.

비간섭 제어에 의한 반송용 편측식 선형 유도전동기의 속도제어

신동률(D.R. Shin),정영일(Y.I. Jung),최선영(S.Y. Choi),노태권(T.K. Roh),루정인(J.I. Woo) 대한전기학회 1998 대한전기학회 학술대회 논문집 Vol.1998 No.7

The Effect of Denosumab and Risk Factors for Recurrence in Spinal Giant Cell Tumors: A Systematic Review and Meta-Analysis

노성현,하윤,조평구,김긍년,신동아,김상현 연세대학교의과대학 2022 Yonsei medical journal Vol.63 No.9

Purpose: Giant cell tumors (GCTs) are common benign primary bone tumors and are well known for their locally aggressive per-formance and tendency to recur. The purpose of this study was to analyze the effects of denosumab and risk factors for recurrentspinal GCTs. Materials and Methods: We searched PubMed, EMBASE, Web of Science, and Cochrane Library databases to identify differencesbetween individuals treated with and without denosumab and risk factors for spinal GCT recurrence. Patient data, including age,sex, tumor resection range, location, denosumab use, Campanacci grade, and radiotherapy, were documented. Comparable fac-tors were evaluated using odds ratios (ORs) and weighted mean differences (WMDs) with 95% confidence intervals (CIs). Results: Sixteen studies were included. The overall incidence of spinal GCT recurrence was 29%. Campanacci grade III tumorsshowed better recurrence outcomes than grades I and II (OR, 16.36; 95% CI, 4.19–63.93; p<0.001). Gross total resection (OR, 0.09;95% CI, 0.04–0.19; p<0.001), radiotherapy (OR, 0.27; 95% CI, 0.11–0.65; p=0.004), and the use of denosumab during subtotal resec-tion (OR, 2.95; 95% CI, 1.07–8.17; p=0.04) were important factors for reducing recurrence. Conclusion: Clinicians must consider the effects of gross total resection, radiotherapy use, and denosumab use in cases of subto-tal resection during spinal GCT treatment. So far, many researchers have used denosumab in spinal GCT, but none have clearlysuggested an endpoint. Most studies, however, recommend using it for more than 6 months.