초음파를 이용하여 혼합한 W-Cu 산화물 복합나노분말의 수소환원 거동

이근재,이재성 한국분말야금학회 2003 한국분말야금학회 학술대회논문집 Vol.2003 No.1

認知葛藤과 學習動機 誘發

李根宰 부산교육대학교 초등교육연구소 1995 초등교육연구 Vol.6 No.-

The purpose of the present study was to investigate the role of cognitive conflict on learning. Piaget has given a central role in cognitive development to the concept of equilibrium. Equilibrium consisted the mechanism by which progress from a given state of equilibrium to a higher one. Movement from lower to higher levels of equilibrium are said to require or cognitive motivation, cognitive conflict and actions on the child's part. We can conclude that equilibrium is motivated by conflict reinforced and conflict reduction. Piagetian believed cognitive conflict is presented as a necessary and sufficient condition for true learning. Three categories of conflict discrepancies between (a), two internal events (b) an internal and an external event and (c) two external events. While the effects of external and internal conflict are recognized as frequently occurring during social encounters, conflict is no considered by social learning theorist to be crucial to learning. They described observational learning as a form of rule acquisition. But Piagetian believed cognitive conflict is presented as a necessary and sufficient condition for learning and learning procedures that creat social conflict are assumed to be optimal.

기술협력 파트너 기관의 입지지역이혁신성과에 미치는 영향

이근재 경성대학교 산업개발연구소 2020 산업혁신연구 Vol.36 No.4

This study tries to examine if innovative performance of a firm is affected by where the firm’s partners for technology cooperation are located, using data from 2018 Korean Innovation Survey for manufacturing industries. One of the findings is that firms are likely to cooperate over technology within the same region more than outside the region. The innovation performance is also shown to be higher in the firms cooperating over technology within the same region than the firms which did not cooperate within the same region. Meanwhile, firms are found to prefer technological partners located in Capital region if organizations in the same region are excluded. Firms turn out to achieve higher innovation performance which had technology cooperation with organizations located in Capital region. As Capital region has recorded the highest score for innovation capability according to Jang and Yu(2017), that result supports the hypothesis that firms can have higher innovation performance through technological cooperation with organizations located in a region with higher innovation capability. As a result, this study puts more emphasis on the importance of regional innovation capability by showing that the reinforcing regional innovation capabilities does not only encourage technology cooperation within a region but across regions as well. 본 연구는 “2018 한국기술혁신조사: 제조업”자료를 이용하여 기술협력 파트너 기관의 입지 지역이 기업의 혁신성과에 어떠한 영향을 미치는지를 검토하였다. 지역은 광역경제권역 중심으로 수도권, 충청권, 전라권, 대경권, 동남권 5개 지역으로 구분하였다. 분석결과를 보면, 먼저 기업들은 동일 권역 내 기관들과의 기술협력을 가장 선호하는 것으로 나타났다. 혁신성과에서도 동일 권역 내 기관들과 기술협력 했을 때 그렇지 않은 기업들에 비해 더 높은 것으로 나타났다. 한편, 동일권역을 제외하면 기업들의 기술협력 파트너 기관이 가장 많이 입지한 지역은 수도권이다. 혁신성과 역시 수도권 내의 기관과 협력한 기업들이 그렇지 않은 기업에 비해 더 높은 것으로 나타났다. 이러한 결과는 혁신역량이 높은 지역에 입지한 기관들과 더 많이 기술협력을 하며, 또한 혁신성과도 더 높을 것이라는 본 연구의 가설을 지지하는 것이다. 나아가 지역의 혁신역량 강화가 역내뿐만 아니라 역외 기업과의 기술협력도 촉진할 수 있다는 측면에서 지역혁신역량 강화의 중요성을 더욱 부각시키고 있다.

1983학년도 釜山敎育大學 新入生의 特性

李根宰 釜山敎育大學 學生指導硏究所 1983 學生指導硏究 Vol.4 No.-

釜山敎育大學生의 心理檢査 結果分析

李根宰 釜山敎育大學 學生生活硏究所 1988 學生指導硏究 Vol.9 No.-

認知樣式이 自我槪念에 미치는 影響

李根宰 釜山敎育大學 1980 부산교육대학 논문집 Vol.16 No.1

Problems. The purpose of the present study was to investigate the influence of cognitive style upon the self concept. cognitive styles under taken in this study were constricted flexible and equivalence range dimensions suggested by Gardner and others. The specific problems to be investigated in this study were as follows; 1. What kind of relationship are there between self concept and cognitive styles? 2. Does tho cognitive style effect upon the factors of self concept? Hypotheses. The following hypotheses were drawn to be tested: 1. In general, flexible subjects are higher than constricted subjects in measure of self concept. 2. The large range group in equivalence range measure is higher in self concept test as compare to the small rage group. Method. 1. Instruments a. Cognitive style measure: Colour Word Test (C.W.T) and Object Sorting Test(O.S.T) were used to identify flexible group (F.G) and small range group(S.R) respectively. b. Self Concept test Self concept test constricted by Chung, Won Shik was used as self concept assessement measure. 2. Subjects. A total of 250 students of first grade drawn from K college, Busan Ciity, participated in this study. Results. The following results were seen to be warranted; 1. It was reveled that there are significant differences between the flexible group and the constricted group in there self concept. 2. There was significant differences found between the large range group and the small range group in theire self concept.

인지갈등과 인지학습

이근재 釜山敎育大學校 學生生活硏究所 1998 學生指導硏究 Vol.18 No.-

The purpose of the present study was to clarify the relationship of cognitive conflict and cognitive learning. Piaget, has given a central role in cogitive delovelopment to the concept of equilibrium or cognitive conflict. He wiewed cognitive development as involving the attainment of successively higher states of equilibrium or cognitive conflict. Movement from lower to higher levelness of equilibrium are said to require actions on the child part. We could conclude that "what Piaget call equilibration or cognitive conflict is a form of 1earning." that is motivatied by conflict and reinforced by conflict reduction. We believed cognitive conflict is presented as a necessary and sufficient condition for cognitive learning.

釜山敎育大學生의 心理檢査 結果分析

李根宰 釜山敎育大學 學生指導硏究所 1983 學生指導硏究 Vol.4 No.-

저온상변태법을 이용한 주석 및 산화주석 나노말의 제조

이근재,주연준,소용대,김남훈,이재성,좌용호,Lee Kun-Jae,Joo Yeon-Jun,So Yong-Dae,Kim Nam-Hoon,Lee Jai-Sung,Choa Yong-Ho 한국분말야금학회 2006 한국분말재료학회지 (KPMI) Vol.13 No.1

Through the volume change of Sn in a low-temperature phase transformation, the Sn nanopowder with high, purity, was fabricated by an economic and eco-friendly process. The fine cracks were spontaneously generated. in, Sn ingot, which was reduced to powders in the repetition of phase transformation. The Sn nanopowder with 50 run in size was obtained by the 24th repetitions of phase transformation by low-temperature and ultrasonic treatments. Also, the $SnO_2$ powder was fabricated by the oxidation of the produced Sn powder to the ingot and milled by the ultrasonic milling method. The $SnO_2$ nanopowder of 20 nm in size was fabricated after the milling for 180 h.

認知葛藤이 保存槪念學習에 미치는 影響

李根宰 釜山敎育大學 1984 부산교육대학 논문집 Vol.20 No.1

The purpose of the present study was to investigate the effect of cognitive contlict on an conservation learning. Piaget has given a central role in cognitive development to the concept of equilibrium. He viewed cognitive develope as involving the attainment of successively higher states of equilibrium or balance. Eqiliubration constituted the mechanism by which progress from a given state of equilibrium to a higher one. Movement from lower to higher levels of equilibrium are said to require actions on the child's part. An internal process of adjusting and readjusting expectations until the chid can anticipate the outcomes of such action is assumed to occure-hense the relevence of the autorequlation concept. Piaget presented essenitially the same account of equilibrtation, reffering to it in the process as "the fundamental factor of development". We could conclude that "what Piaget call equilibration is a form of learning that is motivated by conflict and reinfored by conflict reduction. Three categories of conflict discrepancies between (a), two internal events (b), an interal and an external evternal event, and, (c) two external events. Piagetian believed the experiencing of conflict is essential to the occurence of true learning. But social learning theorists described observational learning of conservation as a form of rule acquisition. While the effects of external and internal conflict are recognized as frequently occuring during social learning encounters, conflict is no considered by social learning theorists to be crucial to learning. Piagetian believed cognitive conflict (disequilibrium) is presented as a necssary and sufficient condition for learning and learning Procedures that creat social conflict are assumed to be optimal. In conclusion, the operational definition of equilobration remains elusive partly because Piaget never gave one and perhaps beause, in the end, the construct equilibration, only defines a kind of behavioral change, a change which fullfill, the organismic criteria for a developmental change.