Earticle

4차 산업혁명의 기술 발전과 더불어 메이커 교육이 가지고 있는 다양한 장점으로 인해 새로운 교육 패러다임 으로서의 가능성을 보여주고 있다. 본 연구에서는 초등학교에서 학생들의 메이커 리터러시를 위해 메이커 교육 과 관련된 문헌과 검증된 모형들을 기반으로 핵심 요인들을 추출하였다. 개발한 메이커 리터러시 교육 모델은 리터러시가 형성되는 과정에 따라 운영적, 문화적 및 비판적 영역으로 된 3개의 영역과 총 12개의 하위 역량으 로 구성되었다. 또한 이를 기반으로 총 4단계로 구성된 NAVI(Novel-Assembly-Voyages-Innovation) 교육 프로 그램을 개발하여 초등학생을 대상으로 8주간 적용하였다. 연구 결과 메이커 리터러시의 문화적, 비판적 영역에서 남학생이 여학생보다 유의미하게 높게 나타났다. 또한 학습자의 만족도 및 NAVI 교육 프로그램 단계별로 영향 을 주는 영역별 요인들을 분석하였다. 분석 결과를 바탕으로 현장에서 NAVI 교육 프로그램을 통한 메이커 교육 을 실시할 때 고려해야 할 사항과 시사점에 대해 제시하였다.

Along with the technological development of the fourth industrial revolution, maker education has shown its potential as a new educational paradigm due to its various advantages. The study extracted key factors based on literature and validated models related to maker education for students' maker literacies in elementary school. The developed maker literacy education model was composed of three dimensions, the operational, the cultural, and the critical areas and 12 sub-factors according to the process of formation of literacy. Based on this, the NAVI education program consisting of four stages, Novel, Assembly, Voyages, and Innovation, was developed and applied to elementary school students for 8 weeks. As a result of the study, male students were significantly higher than female students in the cultural and critical areas of maker literacy. We also analyzed specific affecting factors that learners’ satisfaction and the NAVI education program stages. Based on the analysis results, we presented some considerations and implications when instructing maker education through the NAVI education program in the field.

The learning curve model is widely used in production planning and cost forecasting, as well as strategic decision making. A company or industry of a country with a steep down-ward learning curve(with high progress rate) for an item is considered to be more competitive than others while other things being equal. The following issues are main focus in this paper. First, to estimate the learning rates of Korea and Japan industry, also to compare the characteristics of learning curves by industries. Second, to review the existence of kinked points on the learning curves by industry, if there are kinked points, how much time span are there between Korea and Japan industries? Third, in general learning effects are composed two factors, the one is pure learning rates, that is, learning by doing, the other one is economies of scale, this paper is to analysis the impact of two factors by industries of Korea and Japan.

본 논문은 듀이가 말한 ‘행함에 의한 학습’의 의미가 직접경험이나 활동을 통해서만 배운다는 의미로 많이 해석되는 점에 대해 문제의식을 갖고 시작하였다. 학습자의 심리만큼 교과의 논리를 중시하고 또한 삶과 교육에서 경험이 중요한 만큼 사고가 중요하다고 본 듀이의 철학에서 ‘행함에 의한 학습’이 무엇이고 교과교육에서 어떻게 해석되어져야 하는 것인가의 문제를 연구하였다. 듀이에게 인간의 삶은 자연과 인간의 끊임없는 트랜스액션으로서의 경험 혹은 행함이다. 이 행함은 아는 것 이상의 개념이다. ‘행함에 의한 학습’의 의미는 일차적으로 학습이 정신과 신체가 분리될 수 없는 학습자의 일상적 경험과 그 질적 직접성에 기초하여 이루어져야 함을 말한다. 안다는 것은 제 신체기관을 포함하는 행함 안에서 이루어진다. ‘행함에 의한 학습’의 다음 의미는 경험의 실험적 성격을 강조하는 관점에서 나온다. 즉, 인간의 충동에 기초한 일상적 삶이 지성 혹은 사고의 결과로서의 ‘해보는 것’에 의해 통제될 때, 일어나는 학습을 의미한다. 인간은 주어진 환경과 트랜스액션할 뿐 아니라, 미래를 위해 그 환경을 바꿔나간다. 교육의 핵심은 경험 속에서 지성에 의한 사고 습관을 형성하는 일이다. 이 두 의미는 분석 상 구분되나 실제 교육적 경험이 되기 위해서 통합되어야 한다. 아동의 초기 학습 단계에서는 실감과 감상에 기초한 행동에 의한 학습이 더 필요하다. 그러나 직접 경험에만 근거한 학습은 극히 제한된 교육만을 할 수 있다. 본 논문은 듀이의 ‘행함에 의한 학습’이라는 말을 단순히 직적경험과 같은 의미에서의 행함에 의한 학습으로 해석하는 것은 잘못이라고 본다. 직접경험은 초보단계에서는 필요하다고 볼 수 있으나, 이후 더 많은 교과교육에서 학습은 학습자의 이전의 경험과 새 경험을 이을 수 있도록 의사소통과 상상력을 동반한 사고에 의해 인도되어야 한다. 이 때 사고가 일상적 삶, 또는 인간본성 속의 에너지인 충동이나 욕망 및 습관을 통제할 수 있는 방식으로 전개되도록 학습자의 경험에 유의미한 교육사태를 구성하여 교육이 이루어지면 그 경험은 인지적인 것이 아니라 실천적인 것이다. 즉, 환경에 능동적으로 해보는 것의 결과로 알게 되며 그로인해 일상적 경험의 의미가 확장되고 재구성된다. 듀이에 의하면, 이러한 경험의 완결성으로 욕구나 감각과 정서의 생명에너지가 더 충만해지고 인간의 능력을 해방하게 된다.

This essay aims to examine Dewey’s meanings of ‘learning by doing’ based on hisphilosophy of natural empiricism and his concept of human nature, which consists of impulse, habit and intelligence. It has been quite commonplace to equate Dewey’s learning by doing with learning by activities or direct experiences such as service learning. Dewey tried to recover the totality of experience, which has been undermined, in contrast to reason as the ability to become aware of reality in the traditional philosophy. Experience, which becomes an affair primarily of doing, occurs continuously in the process of living as the transaction of human being, as a living creature, and the environment. Dewey’s concept of experience or doing includes both the importance of everyday experiences in terms of qualitative immediacy and the role of intelligence in terms of reflective thinking. The former meaning of doing emphasizes the background for doing thinking, regarding knowing as a kind of action based on pre-established habits and dispositions. The latter meaning of doing as trying stresses reflective thinking as experimenting with the world to find out what it is like. In this sense, Dewey’s ‘learning by doing’ would be better to be understood in terms of ‘learning by doing thinking’ or ‘learning by intelligence’, not learning by activities or direct experiences. Dewey’s concept of ‘learning by doing’ in the subject matter thus requires providing the background of realization or appreciation in the earlier stage. IT further requires communication as a process of sharing experience and imagination as the ability to make something present that is absent.

The paper provides an empirical investigation of the impact of social learning on modern contraceptive prevalence in Indonesia. The empirical analysis tests the hypothesis that own or neighbors' experience increases the benefit from using modern contraceptives by reducing the uncertainty regarding contraceptive efficacy. The results from the Indonesian Family Life Survey in 1993 and 2000 suggest that the more own experience of modern contraceptives a woman has she is more likely to use those methods. To be specific, one year of own experience increases the propensity to use contraceptives by seven percentage points. However, neighbors' experience does not have a significant impact on one's current usage of contraceptives. One explanation of these findings is that the information on contraceptive efficacy, or failure rates is likely to contain much noise when women communicate with each other. These findings contrast those of recent literature, which claim the adoption of contraceptives by one's social contacts has positive impact on one's own adoption. To the extent that the social learning process is likely to be constrained by telecommunication technology, one should understand the results in the context of Indonesia in the 1990s.

This paper analyses the consequences for growth during the transitional period of considering the learning-by-doing process proposed by Arrow (1962) as internal, instead of as an externality. To do this, it develops a simple endogenous growth model with human capital accumulation through external and internal learning processes. The calibrated model delivers two features of the Japanese growth experience: slow convergence, and negative correlation between the growth rate of per capita GDP and investment share. The crucial implication of internal learning-by-doing is the double role of physical investment that operates reducing diminishing returns to physical capital.

This paper attempts to account comprehensively for the role of learning-by-doing (LBD)in foreign trade. The importance of LBD on export performance is accounted for at various levels of aggregation, such as LBD at the product level, LBD at the market level, and more specifically, LBD at the market-and-product level. Using panel data covering 130 countries and 1,003 products during the period between 1962 and 2000, this paper finds a positive but concave relationship between foreign trade and LBD at various export levels, even after controlling for country income effects, openness, and per-capita GDP growth rates. Such relationship is stronger and less bounded at the product-specific level. However, with more meaningful changes, LBD at the market-specific level becomes more important than that at the product-specific level over a longer period of time.

이 논문은 한국의 수출 성과 원인을 규명하기 위하여 수출, 수출보조금, 환율 및 생산량의 관계를 동태적으로 고찰하고 있다. 수출과 생산량을 동시에 고려하고 학습효과를 포함하는 VAR 모형을 사용하여 본 연구는 다음과 같은 연구결과를 도출하였다. 첫째, 단기 및 장기 탄력성 분석을 통하여 한국 제조업의 수출은 수출보조금, 특히 자본재 수입을 위한 정부의 금융지원에 민감하게 반응하는 것으로 나타났다. 둘째, 한국의 수출 성과는 경쟁국의 환율과 해외 경기에 큰 영향을 받는 것으로 추정되었다. 셋째, 수출에 따른 학습효과 또한 통계적으로 유의한 것으로 나타났다. 넷째, 한국의 수출 성과는 장기 균형 경로에서 이탈하면 조정과정을 거쳐 서서히 균형 경로로 수렴하는 것으로 나타났다. 이러한 연구결과는 WTO 체제 하에서 금지보조금으로 분류되고 있는 수출보조금의 수출증가와 경제성장에 있어서의 실질적인 역할을 부분적으로 규명했다는 점에서 개발도상국에게는 정책적으로 시사하는 바가 크다고 할 것이다.

This paper shows that South Korean exports have been positively influenced by learning-by-doing, export subsidies, and foreign demand. A dynamic model of output and exports incorporating learning-by-doing effects is introduced. This model is operationalized with a VAR analysis to investigate the interactive dynamic behavior among exports, export subsidies, foreign exchange rates, and output in South Korea over the 1981~1992 period. The paper focuses attention on incentives for investing in capital goods intended to facilitate export and industrial production growth, a consideration not examined in previous studies. Short-run and long-run export elasticities are calculated from the estimation results of the VAR model. The results show large elasticities of exports with respect to export subsidies and learning-by-doing effects. At the same time, the total volume of exports in Korea has been strongly influenced by external factors, in particular economic conditions of Korea’s major trading partners, and foreign exchange rates of Japan and China. The results from the short-run error correction model suggest that exports show slow adjustment processes to their long-run equilibrium path.

We test if the measured large and stable urban wage premium is related to acquired skill differentials between urban and non-urban workers. We newly document (1) a large urban premium is not fully explained by the differences in the cost of living and (2) urban workers do not experience higher wage growth than non-urban workers. These empirical findings contradict the learning-by-doing explanation for the urban wage premium and they can be fully explained by a gradual ability sorting hypothesis in which more able workers gravitate to urban areas.

We examine the optimal subsidy policy under both the learning-by-doing with its spillover and the lobbying activity. On the one hand, in the presence of learning-by doing with inward spillover, positive subsidies may not be justified when the home firm behaves strategically against the foreign firm and home government. The home firm has an incentive to increase the subsidy, and the home government has an incentive to offset the strategic behaviours by the home firm. On the other hand, when there is lobbying activity by the home firm in an attempt to increase the subsidy, then the home government has an incentive to decrease the announced initial subsidy level even in the second period in order to offset the lobbying activity by the home firm. We expect that the optimal subsidy will be lower under the spillover learning by doing and the lobbying activity.

We extend de Meza(1986), Mai and Hwang(1988) and Lee and Lee (2007) to consider the optimal export subsidy policy under the learning-by-doing and concave cost. Specifically, in the presence of learning-by-doing, we examine the relationship between the difference in marginal costs and the difference in optimal subsidies which depends on the nature of cost curve. The learning-by-doing effect serves to make cost difference larger. Moreover, the cost difference will be much larger if the cost curve of home firm is concave. Therefore, the government must provide higher subsidy to the low cost firm which stems from the learning-by-doing along with concave cost. This result may provide policy makers with useful information when implementing export subsidy policies. This implies that the more concave the cost curve, the higher the subsidy offered by the low-cost country.

This paper analyzes the effect of learning by doing (LBD) on the firm’s productivity growth and its input demand decisions. The results indicate that LBD is an important determinant of the firm’s productivity growth. The contribution of LBD to the firm’s productivity growth is about 5.6%. Another observation is that LBD has a decreasing effect on the firm’s cost of production ? a finding which is consistent with the results of many studies. Also, an increase in LBD measured by cumulative production increases the firm’s demand for capital, and decreases the firm’s demand for labor. Lastly, LBD has a significant effect on the firm’s elasticity of scale. A fundamental message derived from the study is the confirmation that the firms should invest in more large capital equipment, embark on new processing techniques, and create an environment that is conducive to on-the-job learning.

The teaching of second languages in school classrooms is often conducted through the use of ‘direct’ and ‘immersion’ methods, while grammar is reserved for the first language. However, pupils spontaneously raise important questions for general and theoretical linguistics which could be better addressed through an interlinguistic comparison of first and second language grammars in the pupils’ repertoires. This paper explains the method used in a pilot experiment in fieldwork. The experiment was conducted in the fourth class of a Montessori primary school, where pupils constructed from scratch a posteriori language to be used for secret communication among themselves―but not to be used with the rest of the school. During the process of the construction of this language, all aspects were discussed in the class: phonetics and writing systems, morphology and syntax, semantics and pragmatics. The main educational result was the increase in pupils’ metalinguistic awareness, as well as the confidence that they gained in their own language proficiency.

2015년 1월부터 시행된 시장기반 온실가스감축수단인 한국 탄소배출권시장의 가격결정체계와 2차 이행연도로의 진행과정에서 발생하는 학습효과에 대하여 고찰한다. 분석결과, 1차와 2차 이행연도 간에 차이점이 존재하는 것으로 추정되었다. 장내요인의 경우, 2차 이행연도에서는 1차 이행연도에서 추정되지 않았던 KCU와 KOC 가격·거래량 변수가 유의하게 추정되었다. 또한, 대내외 경제상황 변수의 경우, 1차 이행연도에서는 모든 변수들이 유의하지 않았으나, 2차 이행연도에서는 금리, 환율, 주가변수에서 통계적 유의성이 확보되었다. 이는, 1차에서 2차 이행연도로 진행하면서 시장운영자인 정부와 시장참여자인 기업들이 1차 이행연도에서의 경험과 지식을 바탕으로 2차 이행연도에서의 배출권 관련 의사결정을 보다 효율화하는 학습효과에 기인한다. 한편, 중점분석대상인 KAU15와 KAU16 가격에 대하여 공통적으로 유의미한 설명변수로는 각 배출권의 이행연도 이듬해 2월과 3월의 명세서 작성 및 제출에 대한 제도이항변수가 존재하였다.

We analyze the learning-by-doing effects of the allowance pricing system on the Korea's emission trading scheme. The price of allowance (Korean Allowance Unit) is influenced differently by internal market factors and economic conditions variables in the first (January 2015 to June 2016 ) and the second commitment year(January 2016 to June 2017). The prices and transaction volumes of complementary credits (KCU and KOC) as well as economic conditions variables (such as call rate, exchange rate, stock price) are statistically significant only for the second commitment year. Thus, the learning-by-doing effect makes the market participation decision on K-ETS market more efficient in the second commitment year, adopting the previous experience and knowledge in the K-ETS market. The factors estimated significantly in both commitment periods include the institutional binary variable for requiring the submission of the emissions verification reports issued both on February and March.

This paper is to analyze the reality of 'Learning by Doing' at home & school in Korea and to propose the new ideas for youth policy about 'Learning by Doing'. For this purpose, I examined the Learning by Doing Relations Acts, the governmental administrations internet sites (ex. National Youth Commission, etc. ) and the references. And the major findings from this study were summarized : the reality of school environment on learning by doing, the students' life on weekend at home , and the limitations of youth policy on learning by doing. And finally, several suggestions were made for youth policy on Learning by Doing.

본 논문은 디지털 재화와 서비스 소비에 있어서 두드러진 특징 중의 하나인 네트워크 효과(network effect)와 IT 자본 생산의 경험학습(learning by doing)의 장기적 역할을 분석하고 있다. 본 논문의 결과에 따르면 네트워크 효과는 장기적으로 소득 수준에만 영향을 미치는 소득효과(income effect)를 보이는 반면, 자본 생산의 경험학습은 지식의 파급효과를 통하여 자본 소득 비율, 인구 증가율과 함께 성장효과(growth effect)가 있음을 보이고 있다. 본 논문은 네트워크 효과와 지식의 파급효과 간의 장기적 상호작용을 분석하는데 있어 의미 있는 결과를 제공한다는 점에서 의의가 있다.

This article is concerned with the long-run implications of network effects in IT consumption, and of learning by doing in IT capital production. The results indicate that the network effects have an income effect. This affects only the long-run level of output and interest rate. By contrast, the elasticity of capital producers’ efficiency with respect to capital investment experience exhibits a knowledge spillover and a growth effect through the share of the capital in output and the rate of labor growth. This paper thus offers insights into the long-run interactions of the network effect and the knowledge spillover of IT capital.

본 연구에서는 K대학교의 CLD교수-학습모형을 적용한 역량기반 교육의 효과를 입증해낸다는 측면에서 학습자의 변화를 확인할 수 있는 ‘학습성과’를 체계적으로 평가하기 위한 평가체계를 개발하였다. 연구 결과 개발된 학습성과 평가체계는 학생의 역량을 전공역량과 수행역량으로 구분하고, 이를 종합적으로 평가하되 K대학교에서 실제 활용하고 있거나 향후 활용 가능한 평가요소들을 활용할 수 있도록 한 것이 특징이다. 본 연구에서 제안한 학습성과 평가체계를 통해 학생의 역량을 정량화하여 평가한다면 그 결과를 역량기반 교육의 질 관리 내실화와 지속적인 교육개선에 활용할 수 있을 것이다. 또한 본 연구에서 제안한 학습성과 평가체계에 포함된 평가요소들은 타 대학에서도 충분히 활용할 수 있으므로 최근 점차 확산되고 있는 역량기반교육의 학습성과 평가에 참고가 될 것으로 기대한다.

There has been a variety of efforts to develop competence-based courses and put them into practice in Korean universities. The process is intended to control their quality. As K university has developed and applied the Creative Learning by Doing (CLD) models, which are considered to actualize competence-based courses, and to cultivate interdisciplinary and creative students, it has endeavored to have an evaluation system to value the achievements of the models. This paper aims to develop an evaluation system to see systematically the change of students’ achievements and prove the courses’ effectiveness after appling the CLD education. Students’ achievements include competences both in cognitive aspects and in application. Cognitive competence can be evaluated with the students’ academic results; application competence, with the students’ behaviors and accomplishments. This study introduces four evaluation factors, such as test grades, competence evaluation, accomplishment, and extra-curricular activity and produces scores quantifiably and separately. The base data that this study used was selected in consideration of the possibility to acquire in any university, including K university. This study also suggests an application of performance-based evaluation to estimate the competence in certain majors, as well as general core competences in any academic field. Such a selection of common evaluation factors makes it possible to apply the evaluation system to the competence-based education in K university, but also can be applied to any other university environment. It is expected that this evaluation system will be referred to other evaluations of academic achievements in controlling their qualities.