Earticle

In this study, elementary school science program, this category did not affect any troubleshooting analyzed. Thinking Science Program to buy for them in group activities by using one of the elements of a program of treatment and cognitive level effects were two kinds of research questions. 102, 5th grade four classes were involved, these two classes of the experimental group and the remaining two classes were divided into a control group. Pre-test between the two groups is compared to the level and classification problem-solving skills but the skills did not show a statistically significant difference. Thinking Science activity after application of classification and posttest the experimental group than in the control group problem solving abilities of students classified at the level of statistical significance was higher. Thinking Science program is a treatment effect for each level of analysis, tests, regardless of cognitive level was more effective. Through theses findings, Thinking Science activities 5th grade category classification problem-solving skills of students found to be effective in improving and these types of programs actively introduced in the field suggests that we need to see.

The purpose of this study is to analyze high school student’s brain activity of the process of self- regulation during performing phylogenetic classification task. For this study, their brain activity in the self- regulation was measured using fNIRS when the phylogenetic classification task to find the closest relative to a whale was presented to the students. Self-regulation were classified into five types based on the data with fNIRS, think-aloud, and post-interview. Then, the difference in brain activity of students in self-regulation type 1 and self-regulation types 2 to 5 was analyzed. The results of the study were shown a significant brain activity in FP and DLPFC from types 2, 4, and 5 of conflict-induced self-regulation. This shows that conflict, goal-oriented thinking, and the use of working memory to gain an equilibrium occurred after discovering the difference between whales and sharks. Type 3 was shown no significant brain activity, which means that logically consistent thinking is not involved in the process of mind- changing. Self-regulation types 4 and 5 were shown some significant activities in VLPFC and OFC. In the accommodation process, it can be seen that not only the uncertainty about the problem is recognized, but also the meaning classification work is performed to grasp the meaning of visual data and evaluate the value of alternative schemas they created. Based on interview data and fNIRS brain activity data, this study suggests that if education is conducted with active feedback from teachers, the effect of learning system classification will be further enhanced.

다양한 사고가 권장되는 현재의 수학 교육과정에서는 학습자의 특성인 학습 스타일에 따른 교수-학습에 대한 연구가 필요하다(주현정, 2014). 이에 본 연구는 수학 학습 스타일에 따른 고등학교 1학년 학생들의 함수에 관한 분류과제 문제해결과정에서 나타나는 특징이 어떠한지를 분석하고 이를 바탕으로 수학 학습 스타일에 따른 학생들에게 함수에 관한 문제 해결에서 효과적으로 지도하고 학습하기 위한 방안을 탐색해 보는데 그 목적이 있다. 이를 위해 수학 학습 스타일 검사지와 함수에 관한 분류과제 문제지에 대한 자료 수집과 수학 학습 스타일에 따른 학생들의 함수 문제해결과정에서 나타나는 특징을 분석틀에 따라 -검정을 통해 통계적으로 분석하였다. 연구 결과 함수에 관한 분류과제 문제해결과정에서 각 유형의 수학 학습 스타일에 따른 학생들 간에 서로 다른 특징을 보여주었다. 따라서 본 연구를 통해 수학 학습 스타일에 따른 학생들에게 다양한 수학적 사고를 할 수 있는 기회를 제공한다. 또한 이러한 학생들의 수학 학습 스타일에 대한 정보를 반영하여 학생들의 개인차를 고려한 수업으로 나아 갈 수 있도록 한다.

In the current mathematics curriculum, where various thinking is recommended, it is necessary to study teaching-learning according to the learning style which is the characteristic of the learner. The purpose of this study is to analyze the characteristics of the first grade students in high school according to the mathematical learning style and to find out how to effectively teach and learn the problem solving based on the analysis. For this purpose, data collection on mathematical learning style test papers and function problems were analyzed statistically by chi-square test according to the analysis frame. The results showed that students showed different characteristics according to each type of mathematics learning style in problem solving process. Therefore, this study provides students with various mathematical thinking styles according to the mathematics learning style. In addition, it reflects the information about the style of mathematics learning of these students, so that they can go to the class considering individual differences of students.