과학적 가설평가 과정의 뇌 과학적 분석방법 고찰-Effective connectivity 중심으로-

이일선,권용주 한국교원대학교 뇌기반교육연구소 2011 Brain & Learning Vol.1 No.1

이 연구의 목적은 과학적 가설평가 과정의 뇌 과학적 분석 방법을 effective connectivity 분석 방법 중심으로 고찰해보는 것이다. 분석 방법을 고찰해보기 위해, 이 연구는 두뇌 네트워크 분석 방법과 관련된 선행연구들로부터 effective conncectivity의 3가지 분석방법을 확인하였다: PPI, SEM, DCM. 첫 번째로, 각 항목에 관련된 분석 방법을 파악하기 위하여 connectivity 분석 방법에 대한 15편의 뇌과학 문헌들을 분석하였다. 두 번째로, 과학적 가설평가 과정의 하위 요소들과 관련된 연구들 중 effective connectivity 분석 방법을 사용한 30편의 뇌과학 문헌들을 분석하였다. 그 결과, 과학적 가설평가 과정의 뇌과학적 연구에는 functional connectivity 분석보다 effective connectivity분석이 보다 적절한 것으로 나타났다. 또한 가설평가 과정의 하위 인지요소별 실험결과는 PPI분석을 통해 ROIs를 구성하고 구성된 ROIs들을 SEM을 이용하여 경로 모델을 도출하는 것이 최적의 분석 방법임을 확인하였다. 이러한 분석 방법들은 과학탐구의 다른 하위 과정들의 분석에도 활용 가능할 것으로 전망된다. The purpose of this study was to review how the brain scientific analysis in scientific hypothesis evaluation with a focus on the effective connectivity. To review how the brain scientific analysis, we have found 3 methods of effective conncectivity from previous studies: PPI, SEM, DCM. Firstly, Fifty literatures on the brain network associated connectivity analysis were analyzed to know the characteristic which is related to three methods. Secondly, thirty literatures associated with the sub-element of the hypothesis evaluation process using effecitve connecitivity analysis methods were evaluated. As a result, effective connectivity analysis showed that a more appropriate analysis of functional connectivity. In addition, the PPI analysis consist of ROIs, to derive SEM model using ROIs was the best analysis method. These analysis methods are expected to be utilized in other scientific inquiry process.

진화 교육에 관한 최근의 연구 동향 분석

이순남 한국교원대학교 뇌기반교육연구소 2011 Brain & Learning Vol.1 No.1

이 연구의 목적은 한국의 진화 교육의 나아갈 방향을 모색하기 위하여 생물학에서 진화 교육이 큰 쟁점이 되고 있는 미국의 최근 진화 관련 연구 문헌을 분석하여 오개념의 원인과 종류, 오개념 개선 방법 측면에서 정리하여 이를 바탕으로 하여 한국의 진화 교육의 나아갈 방향을 확인해보고자 함이다. 정규교육과정에서 확인할 수 있는 진화 관련 오개념의 원인은 대학 교수들이 예비교사가 갖고 있는 선개념에 대한 이해가 부족하여 예비교사 양성 과정에서 오개념이 수정되지 못하고, 이러한 과정을 거친 교사는 과학의 본성에 대한 이해가 부족하게 되어 창조론을 과학 수업에서 다루거나, 교사의 종교적 신념으로 인하여 진화론을 부정하는 수업을 통해 발생될 수 있다. 또한 교사가 진화론이 생물학 전반에 차지하는 중요성과 통합성에 관한 인식이 부족하여 진화론 수업에 많은 시간과 노력을 할애하지 않는 것도 학생들의 오개념이 수정되지 못하는 원인이 될 수 있다. 이는 교사 뿐만 아니라 생물교과서도 진화에 관한 오개념 생성에 영향을 주었는데, 진화를 통합 지식으로서 생물 교과서에서 다루는 것이 아니라 단순한 지식 나열식으로 다루고, 소진화에 비해 대진화의 중요성을 덜 강조함으로써 학생들은 대진화에 대한 오개념을 많이 갖게 되었다. 이러한 교사와 교과서의 영향으로 인하여 학생들은 진화론이 창조론과 마찬가지로 근거가 부족한 이론으로 생각하거나 진화론을 지지한다고 할지라도 진화대상에서 인간은 예외로 하거나 진화의 단위가 개체라고 생각하는 오개념을 갖고 있음을 확인할 수 있었다. 그밖에도 진화의 원동력에 대해서도 목적론적 사고나 용불용설적 사고, 내부 의지적 사고가 매우 견고하게 자리 잡고 있으며, 진화와 생물의 다양성을 다루는 계통수를 해석 측면에서도 다양한 오개념을 나타났다. 미국의 진화교육은 이러한 다양한 오개념을 개선하기 위하여 진화 학습이 효과적으로 이루어지는 시기에 관한 연구와 견학, 실습, 시뮬레이션, 토론과 자료해석 등 탐구학습 기반의 수업이 진화에 관한 오개념 개선에 큰 효과가 있음을 확인하는 연구를 통해 진화 교육에 대한 적극적인 변화를 시도하고 있다. 현재 우리나라에서도 진화 교육에 관한 많은 연구가 이루어져 진화가 생물학의 중요한 개념이라는 것은 인지하고 있지만 실제 정규교육과정과 예비교사 양성과정에서 그 중요성이 반영되고 있지 않은 현실이다. 따라서 본 연구에서 분석한 미국의 진화 교육을 참고하여 앞으로 더 활발한 진화교육 연구와 더불어 이를 현장에 적용하는 다양한 방법에 관한 논의가 이루어져야 할 것이다. The purpose of this study is to make sure Korean evolution education s direction by reviewing cause, sort and improvement method about misconception of evolutionin recently published American research papers about evolution, The cause about misconception of evolution causes regular biology classes is that preservice students can t have corrected their misconceptions because professors have not acquainted with their alernative concept.Therefore, if they become teachers, they have included creationism in biology classes not for understanding nature of science or reject Darwinian evolution in biology classes for the non-scientific beliefs asasociated with their religion. Also Teachers don t understand evolution as unifying theme in biology and aren t aware of importance of evolution, sothey don t take time, effort enough to teach Darwinian evolution. The cause of misconception is not only teacher but also textbook. Textbook contains evolution as simple knowledge, but not as unifying theme in biology. And it emphasizes microevolution than macroevolution, so students have many misconception about macroevolution. Because of these cause, studenets regard the theory of evolution as theory with weak evidence. Even though they accept the theory of evolution, they think that unit of evolution is notpopulation but individuals and human has not evolved. And students think principle of evolution as Use and Disuse or Goal-directed America has studied the ideal time to learn the theory of evolution and has tired inqury-based learning for decreasing misconception. Korea also has studied education of evolution and is aware ofevolutionas important concept. But actually the importance doesn t apply to regular curriculum and preservice student curriculum.Thereforefollow-up study needs how to apply them in a field reserch.

특수 장애를 가진 학생들을 위한 미술교육의 의미와 역할: 문헌연구를 중심으로

정현일 한국교원대학교 뇌기반교육연구소 2014 Brain & Learning Vol.4 No.2

The purpose of this research is to study that art educators can contribute to disability studies by strategizing art practices that critically explore disability discourses in the many fields, and that art education and disability studies can address the many areas where disability and art meet, culturally and pedagogically. The interest of art education scholars in disability and the interest of disability studies scholars in art education strengthen the importance of collaboration between the fields. Researchers and educators in both fields are interested in learning about content in the others areas of expertise. Thus, the interest in both fields in disability and creative self expression in general suggests a fruitful ground of this overdue and promising interdisciplinary alliance.

공과대학 학생들이 인식하는 디지털역량 측정을 위한 검사도구 개발과 타당화 연구

최성연 한국교원대학교 뇌기반교육연구소 2020 Brain, Digital, & Learning Vol.10 No.3

The purpose of this study is to develop a framework and a scale to measure perceived digital competency based on learning outcomes at the level of college engineering students. A survey was conducted on 293 engineering students and evidence of the validity and reliability of the scale is presented. As a result, it finds that digital competency can be measured and conceptualized as four domains: Digital literacy, Information and data literacy, Digital contents creation, and Cyber-ethics. It also reveals that freshmen show the lower level of digital competency as compared with other graders, especially in computational thinking, skills about data and information, coding skills, and digital contents creation. On the other hand, female students have strong professional accountabilities in data and a better understanding of digital citizenship. It implies that engineering education necessarily emphasizes the importance of proving digital training to freshmen year curricula and gives opportunities so they can continuously adapt to the changes that occurred by technologies. It is also important to consider teaching a problem skill in data analyzing, transform, visualization, and evaluation, also establish their computational thinking. The scale has been developed can be used to measure college students' learning outcomes and it will provide practical implementations for college engineering education.

Adequacy of Inquiry Activities in Life Science Ⅱ Based on the 2015 Revised Science Curriculum

임수민,김용춘,김영신 한국교원대학교 뇌기반교육연구소 2022 Brain, Digital, & Learning Vol.12 No.4

In education, a curriculum is the blueprint that suggests educational directions and serves as a basis for formal schooling. The revision of the curriculum is made upon the demands of both the nation and the society. The science curriculum emphasizes inquiry, the most essential element of science education. The 2015 revised science curriculum presents inquiry activities as one of the methods that place high importance on inquiry. However, no analysis has been conducted to examine whether the inquiry activities in the curriculum are adequately implemented in each unit. In this regard, this study sought to analyze the adequacy of inquiry activities in Life Science Ⅱ based on the 2015 Revised Science Curriculum. To this end, a connection network between the inquiry activity in the textbook and the concept presented in the main text was analyzed by using semantic network analysis. The results showed that there are units in which inquiry activities in the curriculum are not adequate, and no inquiry activities are undertaken in areas that pose difficulties in the processes of observation and experimentation. Therefore, based on the findings of this study, it is expected that the inquiry activities of the curriculum will be presented in the following areas, such as life science inquiry methods, cellular respiration, and regulation of gene expression, to which inquiry activities were not given.

디지털교과서를 활용한 거꾸로 과학수업이 학습자 역량 변화에 미치는 효과

박남실(Nam-Sil Park),류광수(Kwang-Su Ryu) 한국교원대학교 뇌기반교육연구소 2019 Brain, Digital, & Learning Vol.9 No.4

This paper is to study the effect of the science class using the digital textbook as the pre-learning materials on the change of learner s competence. For this study, the first graders of middle school students were classified into the research group that selected the digital textbooks as the pre-learning materials and the comparative group that selected the book-type textbooks as the pre-learning materials in the class. Interestingly enough, both the groups showed significant improvement in all learner competencies, and the improvement in the learner competencies for the research group was larger than that for the comparative group. Also, according to the post-test t-test of the research group and the comparative group, it was found that the improvements of the information literacy and the self-directed learning ability were larger than these of the comparative group. This suggests that the use of multimedia learning materials and learning support functions provided by digital textbooks leads to improvement of self-directed learning ability and information literacy.

미술과에서 창의성 신장을 위한 구체적 전략 탐구

김초윤,정현일 한국교원대학교 뇌기반교육연구소 2013 Brain & Learning Vol.3 No.1

The purpose of this research is to study specific and effective strategies for promoting students creativity through literature review of many scholars and researches about creativity in art education. In addition, this research is to study whether for appling well right contents and methods that many educators are thinking a good way to promote students creativity or not and is to suggest implications for future direction of our creativity education. The findings are as follows: First, there are over nine methods for promoting students creativity such as Metaphor, SCAMPER, Brainstorming, Ladder of Abstraction, Compulsion-Combining Method, Plus Minus Interest, Mind Mapping, Hearing and Expression, and Mandala. Second, Education for creativity is to be closely connected with social context because they are influencing each other.

시뮬레이션을 이용한 음악줄넘기 수업이 성장기 초등학생의 학생건강체력과 기능성운동수행능력에 미치는 영향

박정민(Jeong-Min Park),신명철(Myung-Cheol Shin),백형남(Hyeong-Nam Baek),박상균(Sang-Kyun Park) 한국교원대학교 뇌기반교육연구소 2019 Brain, Digital, & Learning Vol.9 No.4

This study was to investigate the effects of music jump rope training, in using the simulation on elementary school children s PAPS and functional exercise performance abilities in the elementary school children s. The participants were divided into two groups: music jump rope training in using the simulation Exercise group (n=44) and music jump rope training in using the simulation Non Exercise group (n=44). The music jump rope training in using the simulation for 12 weeks. The results of this study were as follows: First, there were significantly increased in muscle strength, muscle endurance, cardiovascular endurance, flexibility and agility in EG compared with NEG after 12 weeks. Second, there were significantly increased in Second, there were significantly increased in carioca, co-contraction, shuttle-run, cross over up step, one-leg hop test abilities. As conclusions, this study confirmed that the usic jump rope training in using the simulation exercise could improve the PAPS and functional exercise performance abilities of elementary school children s.

디지털 도구를 활용한 과학과 사회정서교육 탐색

박현주 한국교원대학교 뇌기반교육연구소 2020 Brain, Digital, & Learning Vol.10 No.3

The purpose of this study was to investigate the social emotional competencies of the digital age through literature reviews and to explore the implementation of Social Emotional Learning using digital ICT tools. OECD ‘DeSeCo Project’ and ‘Education 2030’ both included social emotional competencies in the subcategories of ‘knowledge, skills, attitudes and value’, and emphasized their importance and things. Socio-emotional competence was the core of DeSeCo's ‘Interact in heterogeneous groups’ and ‘Act autonomously.’ Especially, ‘Creating new value’, ‘Reconciling tensions and dilemmas’, and ‘Taking responsibility’ in Education 2030 were essential competencies to actively adjusted and resolved in situations of various tensions and dilemmas in human society for both well-being of individuals and society. In the case of social-emotional competencies, the closer to the year from 2005 to 2020, the more important social-emotional competency and tend to expand to essential competencies. Digital or ICT-related competencies were emphasized in the “OECD DeSeCo Project” and “Future core competencies.” ‘Use language, symbols and texts interactively’, ‘Use knowledge and information interactively’, and ‘Use technology interactively’ were the sub-competencies of ’Use tools interactively’ core competency in OECD DeSeCo Project. 'Information, media, and technology' was presented as a core competency, and WEF's “New vision for education: Fostering social and emotional learning through technology” presented digital technology competency as ICT literacy. However, digital or ICT literacy did not appear explicitly in the WEF’s ‘Top 10 Skills’ required in the 4th Industrial Revolution era. The closer to the year from 2005 to 2020, the digital or ICT technology related competencies is the basis for modern life. Examples of Digital ICT tools for social emotional learning are presented.

내삽·외삽 관련 과학그래프 과제 해결과정에서 나타나는 초등학생의 시선이동 분석

이대현,양일호 한국교원대학교 뇌기반교육연구소 2016 Brain, Digital, & Learning Vol.6 No.3

The purpose of this study is to analyze the characteristics of eye movement in elementary school students that appear in the process for problem solving related to interpolation and extrapolation science graph. Eye tracker was used to collect data on eye movement of students. Based on the content related to linear graphs that are dealt with in the science subject of elementary school, two questions on interpolation and one question on extrapolation were developed to fit eye tracking and used in this study. Twenty‐seven fourth grade students who had given prior consent and who had no constraints in eye tracking participated in the study. Using the eye tracking data and post interview, the students were divided into Type I (those who gave a correct answer) and Type II (those who gave a wrong answer) to analyze the eye movement characteristics in the problemsolving process. To analyze the eye movement characteristics depending on whether they got the correct answer or not. the statistics of a fixation count and fixation duration were compared and analyzed. Using the Gaze‐plot and heat map data, categorization was carried out. The result showed that there was a statistically significant difference in the number of fixation count and fixation duration where no data were given on the linear graph, depending on whether the problem on interpolation was solved. That is, students who solved the problem thought of the broken part in the graph or the part that one needs to imagine the extension of as important parts and gave more thought on them. Students who were not able to solve interpolation problems mostly considered only one end of the broken linear graph, and there were also students who lacked basic understanding of graphs. Students who did not solve the problem on extrapolation mostly did not consider at all the parts on the graph that did not appear and tried to solve the problem by only using mathematical calculation. This study sets itself apart from existing studies on the understanding of graphs given that it tracks the students’ gaze during the problem‐solving process on graphs related to interpolation and extrapolation. The study is expected to provide insight into instruction methods related to the understanding of science graphs by elementary school students.