공과대학생의 사고양식 탐색

윤경미,황순희,Yun, Kyung-Mi,Hwang, Soonhee 한국공학교육학회 2017 공학교육연구 Vol.20 No.5

This research aims to explore characteristics of engineering students' thinking styles compared with those of undergraduate students in Korea. For this, we investigated whether there were differences of thinking styles in undergraduates according to majors and gender. 'Thinking styles', one individual-difference variable, has received particular attention in recent years. Styles are not abilities but rather refer to individuals' preferred way of applying their abilities in cognitive tasks(Sternberg, 1988). There has been much research(domestic and foreign) about thinking styles and their related factors. However, to date, little attention has been paid to engineering students' thinking styles, and few studies have dealt with them together with undergraduate students' of various majors. This study was conducted with a total of 865 students from 3 universities, and thinking styles have been measured online. Our findings show that firstly, there were significant differences in undergraduate students' thinking styles by majors. Engineering students scored significantly higher in external style, students majoring in humanities scored higher in executive, hierarchical and conservative styles, and students majoring in arts scored higher in legislative, internal and liberal styles. Second, there was a significant difference in students' thinking styles by gender. Male students scored significantly higher than females in judicial, global and external styles. Whereas female students scored higher than males in hierarchical and internal styles. Third, there was a significant difference in engineering students' thinking styles by gender. Male engineering students scored significantly higher than females in judicial and monarchic styles. Whereas female engineering students scored significantly higher in hierarchical styles. Based on these findings, it is expected to apply thinking styles to develop related courses as well as programs for engineering students.

쥐에서 식이에 보충한 Conjugated Linoleic Acid가 식이지방 종류에 따라 항산화작용에 미치는 영향

윤경미(Yun Kyung-Mi),박현서(Park Hyun-Suh) 韓國營養學會 2001 Journal of Nutrition and Health Vol.34 No.8

산딸기 쿠키의 품질특성 및 항산화 효과

윤경미 ( Kyung Mi Yun ),정하숙 ( Ha Sook Chung ) 한국산업식품공학회 2016 산업 식품공학 Vol.20 No.1

Red raspberry (Rubus crataegifolius) is a well-known fruit with excellent antioxidant, anti-inflammatory, anti-bacterial and anti-cancer resources containing bioactive phenolic acids, terpenoids, glucosinolates, and glycosides. The aim of our study is to investigate the effect of red raspberry cookies on quality characteristics and antioxidant activities. Cookies were prepared adding different concentrations of red raspberry powder (0, 5, 10, 20, 30, and 50% to the flour weight). The bulk density, pH, spread ratio, loss rate, leavening rate, color, hardness of dough, and cookies were investigated. As a result, the pH of the dough, leavening and loss rate, and L- and b-value of the cookies are significantly decreased with increasing levels of red raspberry powder (p < 0.05). On the other hand, spread ratio, a-value, and brix of the cookies are significantly increased with increasing levels of red raspberry powder (p < 0.05). Total phenol compounds and FRAP assay are significantly increased with increasing levels of red raspberry powder (p < 0.05). Based on the overall observation, red raspberry cookies with 10-20% Rubus crataegifolius powder is recommended to take advantage of its functional properties with consumer acceptability.

초등학생 리더십의 성차와 리더십과 다중지능의 관계

윤경미 ( Kyung Mi Yun ),강명숙 ( Myung Suk Kang ) 한국아동교육학회 2013 아동교육 Vol.22 No.3

본 연구는 초등학교 고학년 학생들의 리더십 특성을 알아보기 위해 성차에 따른 리더십의 차이를 알아보고, 다중지능과 리더십의 관계를 밝히는 것을 연구의 목적으로 하였다. 연구대상으로는 부산시내 소재하는 P초등학교 6학년 남녀학생 198명으로 하였다. 연구결과를 살펴보면, 첫째, 초등학생의 리더십은 성별에 따른 차이가 있었으며, 여학생이 남학생에 비해 리더십이 높았다. 둘째, 리더십과 다중지능은 관계가 있었으며 자기이해지능, 대인관계지능, 언어지능의 순서로 중요한 관계가 있는 것으로 나타났다. 셋째, 리더십의 각 하위요인과 다중지능은 관계가 있었으며, 리더십의 각 하위요인과 관련되는 다중지능은 다소 다른 특징을 보였지만, 자기이해지능, 대인관계지능, 언어지능, 논리수학지능, 신체운동지능이 종요한 것으로 나타났다. 본 연구는 상대적으로 연구가 많이 이루어지지 않은 초등학생을 대상으로 리더십의 성차를 알아보고, 리더십과 다중지능의 관계를 밝혀 교육의 시사점을 찾고자 하였다는 점에서 그 의의가 있다. Tills study aimed to examine the differences of leadership according to children`s gender and relation between multiple intelligence and leadership. The subject of this study was 198 sixth graders in elementary school, located in Pusan. To acquire the data, leadership life skills test. and multiple intelligences test were used, The data were analyzed with descriptive statistics, MANOV A and standard multiple regression analysis. The results Were as followings. First there was significant. differences between boys` and girls` leadership. Girls` leadership is higher than boys`, Second, there was significant positive relationship between multiple intelligences, and leadership of elementary school. Verbal linguistic intelligence, interpersonal intelligence, intrapersonal intelligence were strongly related with leadership. Third, there was some relations between leadership`s factors and multiple intelligences. The findings of the study are expected to be of use for the development and implementation of leadership programs tailored to the characteristic of elementary school students and geared toward improving their leaderships.

대학생의 일상적 창의성과 심리적 안녕감 간의 관계

윤경미(Yun Kyung Mi),유순화(Yoo Soon hwa) 한국열린교육학회 2015 열린교육연구 Vol.23 No.4

본 연구는 대학생의 일상적 창의성과 심리적 안녕감 간의 관계를 정준상관분석을 사용하여 구체적으로 밝히고자 하였다. B시에 소재한 4년제 대학교에 재학 중인 남녀학생 240명을 대상으로 조사가 이루어졌으며, 불성실하게 응답한 11명을 제외한 229명을 대상으로 최종분석이 이루어졌다. 통계분석의 결과는 다음과 같다. 첫째, 일상적 창의성과 심리적 안녕감 간에는 유의미한 정적상관이 있었다. 둘째, 정준상관분석 결과, 두 개의 유의미한 정준상관함수가 도출되어 일상적 창의성의 하위요인과 심리적 안녕감의 하위 요인 간에 유의미한 관계가 나타났다. 셋째, 일상적 창의성이 심리적 안녕감의 하위요인군에 의해 설명되는 것보다 심리적 안녕감이 일상적 창의성의 하위요인군에 의해 설명되는 양이 더 큰 것으로 나타났다. 대학생들의 심리적 안녕감과 일상적 창의성의 관계에 대한 연구결과를 바탕으로 교육에의 시사점이 논의되었다. This study examined the relationship between everyday creativity and psychological well-being of university students by performing cannonical correlation analysis. A total of 240 university students in B city participated in this study and completed measures of Everyday Creativity Scale and Psychological Well-Being Scale. The results of this study are as follows. First, significant positive correlations were found between everyday creativity and psychological well-being. Second the result of cannonical correlation analysis showed significant relationships among the subscales of everyday creativity and psychological well-being. Third, the variance of psychological well-being explained by everyday creativity was larger than that of everyday creativity explained by psychological well-being. Discussions and suggestions related to the results are provided.

Holland 이론에 의한 과학영재, 인문사회영재, 일반 중학생의 진로특성 비교

윤경미 ( Kyung Mi Yun ),유순화 ( Soon Hwa Yoo ) 경북대학교 중등교육연구소 2011 중등교육연구 Vol.59 No.4

본 연구는 진로상담 장면에서 널리 활용되고 있는 Holland 진로이론을 과학영재, 인문사회영재, 일반중학생에게 적용하여 학생특성과 성별에 따라 진로유형에 어떠한 특징이 있는지를 밝히고자 하였다. 연구의 대상은 B대학교 과학영재교육원의 과학영재 중학생 138명, B시 교육청 언어영재교육원의 인문사회영재 중학생 100명, 일반중학교 학생 171명, 총 409명이 참여하였다. 연구결과는 첫째, 과학영재, 인문사회영재, 일반학생의 Holland 진로유형은 차이가 있었다. 과학영재와 인문사회영재는 탐구형과 기업형이 일반학생에 비해 높으며, 이 밖에도 과학영재는 실재형이 인문사회영재는 예술형이 높았다. 둘째, 과학영재, 인문사회영재, 일반학생의 Holland 진로유형은 성별에 따라 차이가 있었다. 남학생은 실재형이 여학생은 예술형, 사회형, 기업형이 높은 것으로 나타났으며, 학생특성별로 성차가 다소 다르게 나타났다. 셋째, Holland 진로유형의 일관도는 일반학생이 영재학생보다 높은 것으로 나타났다. 넷째, 변별도는 영재학생이 일반학생보다 높은 것으로 나타났다. 본 연구의 결과로 볼 때, 영역별 영재와 일반학생의 진로의 특성이 다르므로 이를 고려한 진로지도와 상담이 이루어져야 할 필요가 있다. The purpose of this study was to compare the career patterns of the gifted in science, the gifted in human and social science and average middle school students, according to Holland`s career theory. The sample of this study consisted of three groups: 138 gifted students in science enrolled in the Education Center for Scientifically Gifted in B University, 100 gifted students in human and social science enrolled in the Institute for Gifted Education of B Metropolitan City Office of education, and 171 average middle school students. The following results were obtained: First, significant differences were found in Holland career patterns among three participant groups. Gifted students showed higher scores in Investigative and Enterprising type compared with the average students. Second, significant differences were found in Holland career patterns by gender, and career patterns within each gender were also differed by student groups. Third, average students showed higher scores in consistency in Holland`s theory than gifted students. Forth, gifted students showed higher scores in differentiation in Holland`s theory than average students. In sum, the results of this study revealed differences in Holland career patterns by groups and by gender, thus suggested the need of appropriate career counseling for both gifted and average students.

영재판별의 새로운 변인

윤경미(Kyung Mi Yun),김정섭(Jung Sub Kim) 한국교육심리학회 2006 敎育心理硏究 Vol.20 No.3

가정양육지원사업에 대한 부모 만족도 및 개선점 연구(청주시육아종합지원센터 사례를 중심으로)

윤경미(Kyoung-Mi Yun),김준수(Jun-Su Kim),조우홍(Woo-Hong Cho),장영은(Young-Eun Jang),변길희(Kil-Hee Byon),최대훈(Dea-Hun Choi),김미경(Mee-Kyung Kim) 한국컴퓨터정보학회 2023 한국컴퓨터정보학회 학술발표논문집 Vol.31 No.1

영재학생과 일반학생의 사고양식 차이 및 교사 특성별 사고양식

윤소정(So-Jung Yune),윤경미(Kyung-Mi Yun),유순화(Soon-Hwa Yoo) 한국영재학회 2003 영재교육연구 Vol.13 No.3

본 연구의 목적은 Sternberg의 정신자치제 이론에 근거하여 영재학생과 일반학생의 사고양식에 특별한 차이가 있는지, 또한 영재학교와 일반학교에 근무하는 교사특성에 따라 사고양식에 차이가 있는지를 알아보는 것이었다. 본 연구를 위하여 영재 고등학생 191명과 일반 고등학생 245명, 교사 73명이 참가하여 사고양식 설문조사에 응답하였다. 연구의 주요 결과들은 다음과 같다. 첫째, 영재학생과 일반학생의 사고양식은 차이가 있었다. 영재 학생은 일반 학생에 비해 입법적, 행정적, 사법적, 전체적, 계급주의적, 내부지향적 사고를 선호하는 것으로 나타났다. 둘째, 영재학교 교사와 일반학교의 교사의 사고 양식에는 차이가 없었다. 셋째, 교사 근무연한에 따라 교사의 사고양식에 차이를 보였다. 교직 경력이 오래될수록 보다 행정적, 지엽적, 보수적 사고양식을 보였다. 넷째, 교사의 성별, 가르치는 과목에 따른 교사의 사고양식의 차이는 나타나지 않았다. 영재 교육을 계획함에 있어서 또한 영재교육을 위한 교사선발에 있어서 효과적인 영재교육을 위해 학생과 교사의 사고양식을 고려하는 것이 요청된다. On the basis of Sternberg's the theory of mental self-government, this study investigated the differences in students' thinking styles between gifted and average students and the differences in teachers' thinking styles by school quality (gifted school/ average school), sex, professional teaching experience (as measured by duration), and subject of teaching. The subjects were consisted of 191 gifted high school freshmen, 245 average high school freshmen, and 73 teachers. The results of this study were as follows: First, there were statistical differences in many of thinking styles between gifted and average student school. Gifted students scored higher on the legislative, executive, judicial, global, and hierarchic, internal thinking styles. Second, there were no differences in teachers' thinking styles by school quality (gifted school/ average school). Third, teachers with more professional teaching experience (as measured by duration) tended to score higher on the executive, local, and conservative thinking styles. Fourth, there were no differences in teachers' thinking styles by sex and by subject of teaching. To conclude, the thinking styles of students and teachers can play an important role in teaching and learning in schools. Therefore, we need the cognition of thinking styles of students and teachers for the ideal gifted identification and instructional procedures.

여중학생의 인식론적 신념과 비판적 사고 성향과의 관계

김정섭(Jung Sub Kim),윤경미(Kyung Mi Yun) 한국교육심리학회 2009 敎育心理硏究 Vol.23 No.1