Earticle

This paper shows that novel engineering (NE) is a creative learning process (CLP) based on Seymour Papert's constructionism. First, the paper introduces NE, CLP, and constructionism. Next, a sample NE lesson is explored. NE is an innovative way of integrating literacy into an engineering discipline that was developed by the Center for Engineering Education and Outreach (CEEO) at Tufts University. NE consists of seven steps: picking a book, identifying problems, designing solutions, building, feedback, upgrading solutions, and reconstructing stories. Lifelong Kindergarten by Mitchel Resnick of the MIT Media Lab describes CLP, and the four elements necessary for a lesson to be creative. NE can be viewed as one of the most creative, comprehensive learning models ever developed. NE integrates several paradigms in Korea, following all the constructs of both CLP and constructionism. The aim of this paper is to show that NE is based on both CLP and constructionism.

Bandwidth fragmentation is a critical problem for Elastic Optical Networks (EON), and spectrum defragmentation is the most important strategy to mitigate this phenomenon. In this work we propose a Machine Learning (ML) based method for estimating the Blocking Rate, which, when exceeding a threshold, triggers a defragmentation process. This is done in order to achieve better results in terms of the number of blocking demands and the number of re-routed connections. The performance of the proposed method was compared with two other known strategies: fixed-time (FT) defragmentation, and triggering based on one fragmentation metric (BFR). Simulation results were evaluated using two multi-objective metrics. Experimental results show that the proposed method is more efficient than the other two, being the best method in 85.7% of comparisons using the Pareto Coverage metric, and obtaining 47.4% of non-dominated solutions in the Pareto Front.

Purpose: The purpose of this study was to identify the effects of multi-mode simulation learning on critical thinking disposition, on the problem solving process and on clinical competence of nursing students. Methods: A nonequivalentcontrol group with pre-posttest was designed. The participants in this study were 65 students who were enrolled in an emergency and critical nursing course at N university. The treatment group consisted of 33 juniors in 2010 and the control group 32 juniors in 2011. Collected data were analyzed using chi-square, independentt-test, and ANCOVA with the SPSS/WIN 18.0 for Window Program. Results: There were significant increases in problem solving process and clinical competence in the treatment group who participated in the multi-mode simulation learning compared to the control group who did not (t=-2.39, p=.020; F=12.76, p=.001). However, there were no significant differences in critical thinking disposition between the treatment and control group (t=0.40, p=.692). Conclusion: Multi-mode simulation is an effective teaching and learning method to enhance the problem solving process and clinical competence of nursing students. Further exploration is needed to develop and utilizemulti-mode simulation for diverse scenarios, depending on emergency nursing educational goals and environments and to develop a universal method to measure outcomes.

본 연구는 한국 중소요양병원 간호조무사인 연구자의 내밀한 경험을 바탕으로, 억압적 조직문화 속에서 인지적 리허설과 민주적 절차를 통해 비공식 서열 권력에 저항하고 시스템 변화를 이끌어낸 과정을 탐구한 자문화기술지이다. 연구 목적은 억압적 조직문화를 자문화기술지적 관점에서 고찰하고 인지적 리허설을 토대로 주체적 변혁을 시도한 학습과정을 밝히는 것이다. 연구 방법은 2025년 3월부터 2026년 5월까지 수집된 현장 노트, 대화록, 공식 문서 등을 바탕으로 앤더슨의 분석적 자문화 기술지 틀과 엘리스의 주제별 분석법을 적용하였다. 연구 내용은 ‘현장의 구조적 모순과 규범의 왜곡’, ‘저항과 개입의 실천’, ‘인식론적 성찰’, ‘행정적·이성적 접근’의 4가지 범주를 중심으로 전개된다. 연구 결과, 첫째로 목표 전치와 권력 사유화 등 비공식 서열의 폐해와 침묵의 조직문화를 진단하였고, 둘째로 인지적 리허설과 사실 기반의 팩트체킹을 통해 기득권의 명분을 무력화했으며, 셋째로 무기명 투표와 인계노트 도입을 통해 대항 권력을 구축하고 사적 지배를 해체했으며, 넷째로 감정적 동요 없이 이성적 소통과 절차적 정당성을 확보하여 제도를 정착시켰다. 본 연구는 미시적 저항을 통한 조직 구조의 변혁 가능성을 실증적으로 입증하였다는 점에서 학술적·실천적 의의를 지닌다.

This study is an autoethnography exploring the process by which a nursing assistant in a Korean small-to-medium-sized convalescent hospital resisted informal hierarchical power and drove systematic change through cognitive rehearsal and democratic procedures within an oppressive organizational culture. The research aims to examine this oppressive organizational culture from an autoethnographical perspective and illuminate the learning process of attempting subjective transformation based on cognitive rehearsal. Utilizing field notes, transcripts, and official documents collected from March 2025 to May 2026, the study applied Anderson’s analytical autoethnography framework alongside Ellis’s thematic analysis method. The findings are structured around four thematic categories: 'structural contradictions and distortion of norms in the field,' 'practice of resistance and intervention,' 'epistemological reflection,' and 'administrative and rational approach.' The results show, first, that the study diagnosed the detrimental effects of informal hierarchies, such as goal displacement and the privatization of power, along with an organizational culture of silence. Second, it neutralized the vested interests' justification through cognitive rehearsal and fact-checking. Third, it established counter-power and dismantled private domination by introducing anonymous voting and handover notes. Fourth, it stabilized institutional practices by securing rational communication and procedural legitimacy free from emotional agitation. This study holds academic and practical significance in empirically demonstrating the potential for organizational structural transformation through micro-resistance.

English playwright Willy Russell (1947 - )’s plays often concern alienated female protagonists who desire to escape their restrictive social and cultural backgrounds in the post-industrial England of the 1970s and 1980s. His eleventh and arguably most important play, Educating Rita (1980), is no exception to this thematic preoccupation. The winner of the Laurence Olivier Award for Best Comedy, Educating Rita tells the story of a working-class hairdresser, Rita, who aspires to study English literature in an Open University setting in order to become educated—and through this process, she hopes, improve her self-esteem and expand her career and lifestyle options. During the course of the play, which unfolds entirely in the university office of Rita’s alcoholic tutor, the disillusioned but likeable Frank Bryant, Russell raises important questions for his audience regarding the nature and purpose of education. As this presentation will argue, these include the play’s overarching conundrum: By what criteria can we state that a person is educated? Russell’s play also emphasizes the value of experiential education (e.g. self-discovery on the part of the learner rather than being merely told what to think), as opposed to the sometimes stifling limitations of academia, while subtly highlighting the tensions between teacher-centered learning and student-centered learning. At the same time, Russell suggests through Rita’s dramatic transformation of identity from a wisecracking neophyte in love with the idea of learning to a much more sophisticated appreciator of literature that, perhaps inevitably, the qualities of originality and enthusiasm that truly motivated students initially bring to their learning can become muted during the process of becoming formally “educated.”

Note-taking tasks can be considered a process to achieve communication by helping learners organize linguistic information they strive to convey through cognitive activities. To successfully communicate, learners must develop various linguistic and cognitive skills, such as advanced listening proficiency and the reconstruction of intended stories. This study aims to discover the major types of errors affecting university-level learners’ note-taking activities and a teacher’s scaffolding guidance in order to foster note-taking skills and learning strategies. Seventy-nine university students enrolled in an audio visual English class took part in this study. They were required to routinely carry out note-taking activities by watching both CNN news reports and academic lectures dealing with social issues. This study found that the learners routinely missed a substantial number of content words despite repetitive note-taking tasks. In addition, important phrases were omitted due to variations in pronunciation, unfamiliar proper nouns, and complex numbers. It was also revealed that students appeared to struggle with several abbreviations and symbols when reconstructing the meaning of the information. In order to tackle these problems, various teaching strategies were introduced and implemented to increase note-taking effectiveness as well as maximize learners’ confidence and help them more accurately grasp the content. Based on these results, this study recommends providing structured scaffolding for learners to perform effective and efficient note-taking tasks. This will have a positive influence on learning strategies. It will also encourage students to actively participate in tasks and produce well-organized information on given subjects, which require linguistic information processing.

이 연구는 과거 학습단절을 경험했던 중년 여성들이 대학학습경험을 통해 자기를 형성 하는 과정을 Rennie의 해석학적 근거이론 방법을 활용하여 심층적으로 이해하고 실체이론 을 개발하는데 그 목적이 있었다. 이 연구에는 지방 국립대학교에 다니는 45~65세의 중년 여성 대학생 10명이 연구 참여자로 참여하였다. 자료 수집을 위한 면담은 2023년 6월부터 2024년 2월까지 진행하였으며 이들과의 면담자료를 토대로 분석이 이루어진 결과, 121개의 의미단위, 33개의 하위범주, 10개의 해석학적 주제로 범주를 구성하였다. 다음으로 과정 분 석을 시행하여 중년 여성의 학습경험의 궤적을 시간의 흐름에 따라 살펴보았다. 그 결과 유예, 선택, 발견, 직면, 연결, 성장, 형성 단계의 과정이 분석되었다. 하지만, 연결 단계에 서 성장 단계로의 이행에서는 코로나 팬데믹이라는 예상치 못한 장애(obstacles)요인이, 또 성장 단계에서 형성 단계로의 이행에서는 아직 확립되지 못한 학습자로서의 위치성과 통 합되지 않은 자아정체감이 장애요인으로 드러났다. 연구 참여자들의 자기형성은 대학학습 경험을 통하여 자신을 검열하고 해체하며 재구성하는 과정과 관계의 맥락에서 구성된다는 것을 본 연구의 결과를 통해 제시하였다.

The purpose of this study was to deeply understand and develop a substantive theory on the process of self-formation through the university learning experiences of middle-aged women(aged 45-65) who had experienced interruptions in their education in the past, using Rennie's hermeneutic grounded theory methodology. Ten middle-aged female university students from a regional national university participated in this study. The analysis of these interview data resulted in 121 meaning units, 33 subcategories, and 10 higher categories, which were interpreted as thematic categories. A process analysis was conducted to examine the trajectory of the learning experiences of middle-aged women over time. As a result, the process was analyzed into 7 stages: Deferral, Choice, Discovery, Confrontation, Connection, Growth, and Formation. However, during the transition from the Connection stage to the Growth stage, the unexpected obstacles of the COVID-19 pandemic emerged. Additionally, during the transition from the Growth stage to the Formation stage, unestablished learner identity and the lack of an integrated self-identity were identified as obstacles. The results of this study indicated that the self-formation of the participants is constructed within the context of relationships, where individuals scruntinize, deconstruct, and reconstruct themselves through their experiences of learning.

The purpose of this study is to test whether phonological decoding process contributes to vocabulary learning in the frame of task involvement load. Three task materials with different amount of loads were created. Thirty eight Korean EFL university students participated in the task experiments (13 for reading comprehension task, 14 for reading comprehension plus decoding process, and 11 for reading comprehension plus gap-filling task). The participants’ performance was tested three times (pre-test, immediate post-test, and delayed post-test). It was found that there were no significant differences among the three groups in the immediate test, and that the reading plus phonological decoding group was significantly more advanced than the reading comprehension group and the reading plus gap-filling group in the delayed test. The results indicated that phonological decoding process was conducive to successful retention of vocabulary knowledge, a lot better than the reading comprehension task and the gap-filling task. It is suggested that phonological decoding needs to be regarded as one of the components of involvement loads that English instructors create various task materials entailing students’ phonological process.

This study examined how the university students in an English composition class utilized process-oriented writing to develop their writing skills and scaffold their learning through the process. It also studied the students' reflections on the class, as well as demonstrated educational implications from the study. The methodology the current study used was qualitative research. To answer the established research questions the author conducted surveys, collected writing samples, and observed students' learning behaviors. Through the data collection and analysis, themes (findings) emerged, including prewriting, writing, and post writing activities, and the results from the process-focused writing. The findings present that the students experienced emotional scaffolding in writing by shifting from their fear and anxiety to confidence and interest. The study also showed the importance of the teachers' roles and pedagogical decisions in writing instruction. The instructional decisions they made was strongly connected with the students' perceptions, emotions, and learning.

본 연구는 온라인 협력학습 과정의 참여 수준에 대한 학습전략의 영향을 탐색하기 위해 수행되었다. 이를 위해 수도권의 A 대학에서 교직과목을 수강하는 91명의 대학생들을 대상으로 연구를 수행하였다. 학기가 시작되면서, 학습전략은 MSLQ를 통해서 시연, 정교화, 조직화, 비판적 사고, 초인지, 학습시간 관리, 노력조절, 동료학습, 도움구하기를 측정하였다. 다음으로 상호작용을 측정하기 위해서 협력과제를 수행하였고, 집단 편성은 4-5명으로 구성하였다. 참여 수준은 상호작용을 위해 작성한 메시지에 양적 가치를 부여하여 점수로 측정하였다 협력학습의 과정은 학습목표 확인, 학습계획, 개별학습 실행, 학습결과 공유, 보고서 작성, 평가의 단계로 구분하였다. 각 단계에서 나타나 참여 수준에 대해 학습 전략의 영향을 다중회귀분석(단계적 선택방식)을 통해 분석하였다. 그 결과 학습목표 단계는 초인지가 가장 높은 수준에서 영향을 주었고, 학습계획은 학습 시간관리, 학습실행은 시연, 노력조절, 도움 구하기, 동료학습, 학습결과 공유는 조직화, 비판적 사고, 도움구하기, 보고서 작성은 조직화, 정교화, 비판적 사고, 평가는 비판적 사고, 초인지, 정교화가 높은 수준에서 영향이 있었다.

This study was conducted to explore the impact of learning strategies on the level of participation in the online collaborative learning process. To do this, We studied 91 students who took professorship courses at A university in the Seoul metropolitan area. At the beginning of the semester, the learning strategies were measured through MSLQ, rehearsal, elaboration, organizing, critical thinking, metacognition, learning management, effort control, peer learning, and seeking help. Next, cooperative tasks were carried out to measure the interaction, and group composition consisted of 4-5 persons. The level of participation was measured by scores given to the messages created for interaction. The process of collaborative learning was divided into the steps of identifying learning goals, learning plans, performing individual learning, sharing learning results, and writing reports. The effects of learning strategies on participation level were analyzed through multiple regression analysis (stepwise selection method). As a result, the learning goal step influenced the highest level of metacognition, and the learning plan is the management of the learning time, the demonstration of the learning execution, the adjustment of the effort, the acquisition of help, the collegial learning, Writing was influenced by organization, elaboration, critical thinking, and critical thinking, metacognition, and elaboration.

This study was conducted to understand and analyze experience of learning process support toward mothers of children who suffer from Cerebral Palsy, to generalize and structurize the meaning of practical learning process support, and to use the study results as basic materials for development of support model. Study subjects were 12 mothers who have Cerebral Palsy children attending an ordinary school and a school for handicapped children. Data were collected from November 10, 1999 to December 29, 2000 and from January 20 to March, 2001, for 2 months. Data were collected from un-structural and open questions. And the collected data were analyzed with the phenomenological analysis method proposed by van Kaam(1969). Study results obtained from this report were as follows; As for original materials about learning process support experience of cerebral palsy children's mothers, 48 technical expressions were derived from 97 pieces of original materials, they were categorized into 10 common elements. Those common elements were <small expectation>, <incomprehensibility>, <financial difficulty>, <worrying>, <being distressed>, <worrying about the future>, <gratefulness>, <being annoyed>, <necessity of parent education>, <disinterestedness>. Based on the above results, it is suggested that the concept of learning process support toward children suffering from Cerebral Palsy should be structureized, and proper models should be developed.

The Halliwick concept was developed by James McMillan over 50 years ago, and began as a method for teaching swimming to children with physical disables. After that the Halliwcik concept was developed as a specific strategy(called the Ten-Point Program) for teaching swimming to children with disabilities. Soon after the changes in the physical and emotional behavior were attributed to a unique teaching/learning philosophy and a psycho-sensory-motor learning program that is enhanced by hydrodynamics. Recognizing the therapeutic effects of the Ten-Pont Program adapted the program as a therapeutic intervention called Water Specific Therapy or the Logic Approach to Therapy in Water.

본 연구는 평생학습이 더욱 중요해진 대전환의 시대, 학습의 기본 도구인 독서능력 향상 및 꿈과 소명의 발견을 목표로 하는 『꿈꾸는 독서코칭(꿈독코)』 프로그램 참여자를 대상으로 질적 사례연구방법을 활용하여 약 2년간 전환학습 과정을 탐색하였다. 분석 결과 다음과 같이 전환학습 단계가 나타났다; ① 꿈독코가 전환학습의 계기가 됨, ② 경청과 공감, ③ 혼란스런 딜레마 직면 및 회복, ④ 새로운 자아정체성 확립, ⑤ 꿈과 소명의 발견 및 실천, ⑥ 독서능력의 향상, ⑦ 작은도서관을 통한 실천, ⑧ 작은도서관의 변모. 꿈독코를 통한 전환학습 단계에서 나타나는 특징은 연구참여자들의 개인적 전환이 작은도서관의 변모로 이어진 것이다. 또한 개인적 전환이 작은도서관의 변모로 이어지는 중요한 연결고리로 꿈과 소명의 발견 및 실천, 독서능력의 향상과 작은도서관을 통한 실천으로 나타났다. 본 연구의 결과는 성인 독서연구, 공공도서관의 독서 및 리터러시 프로그램 연구의 확장에 기초적인 자료를 제공하고, 도서관 현장에 실효성 있는 독서정책에 시사점을 줄 수 있을 것으로 기대한다.

This study employed a qualitative case study approach to explore the transformative learning processes of participants in the 『Dream Reading Coaching』 program, which was designed to enhance reading ability-a fundamental tool for learning-and to facilitate the discovery of personal dreams and callings, in an era of great transition where lifelong learning has become increasingly significant. Over a 2-year period, data were collected and analyzed, revealing the following eight stages of transformative learning: (1) the program serving as a trigger for transformative learning, (2) listening and empathy, (3) confronting and recovering from a disorienting dilemma, (4) establishing a new self-identity, (5) the discovery and practice of dreams and callings, (6) the improvement of reading ability, (7) the practice through the small library, and (8) the transformation of the small library. A distinctive feature of the transformative learning process observed in this study was that personal transformation extended to the transformation of the small library. The crucial links connecting personal transformation to institutional change were identified as the discovery and practice of dreams and callings, the improvement of reading ability, and the practice through the small library. These findings provide foundational insights for adult reading research and literacy programs, and offer practical implications for developing effective reading policies in libraries.

본 연구는 교사들이 스스로 영유아 관찰을 어떻게 경험하는지 인식하고 성찰하며, 영유아를 이해하는 관찰을 실행해 가는 교사의 학습과정을 탐구하였다. 이를 위해 2025년 3월부터 6월까지 어린이집 교사 5명과 2주 간격으로 심층면담 6회를 실시하며 실행연구를 하였다. 수집된 자료는 면담 전사자료, 교사의 관찰일지, 연구자 일지이고, 이동성과 김영천(2014)의 분석절차를 토대로 분석하였다. 그 결과 영유아 관찰을 위한 교사의 학습과정은 의무적으로 기록, 자신의 관찰 행동 의식, 아이에게 다가가기, 새로운 인식과 반성, 교사의 변화․관계의 변화, 변화를 위한 지원 순으로 나타났다. 교사들은 표준보육과정의 울타리 안에 머물며 관찰하고 있었고, 선택적이고 의도적인 관찰을 객관적인 관찰로 여겨왔다. 영유아를 이해하는 관찰을 위해서는 영유아 자체 관찰 및 기록­계획­특정 행동 관찰 및 기록­해석­교사의 과제 찾기 및 지원­평가와 같은 일정한 순서와 순환적 실천을 반복하는 것이 필요하였다. 그리고 각 단계별로 전문가가 동반하여 교사의 학습과정을 지원하는 것이 필요하다는 것을 알 수 있었다. 연구결과를 토대로 형식적인 관행을 개선하고 체계적인 관찰을 돕는 단계식 모델 개발 및 보급, 전문가와의 해석 동반 시스템 운영, 현장 중심의 몰입형․체험형 연수를 제언하였다.

This study explored the learning process of teachers who recognize and reflect on how teachers experience infant and toddler observation on their own, and implement observations that understand infants and toddlers. To this end, from march to June 2025, a action research was conducted six in-depth interviews with five teachers at daycare centers every two weeks. The collected data were interview transcription data, teacher’s observation record. and researcher’s journals. And analyzed based on the analysis procedure of Lee Dong-sung and Kim Young-cheon(2014). The teacher’s learning process appeared in order infant and toddler observation was compulsory recording, self-observation behavior consciousness, getting closer to infant and toddler, new perceptions and reflections, teacher change and relationship change, and support for change. Teachers stayed in the enclosure of the standard childcare process and were observing. And teachers have regarded selective and intentional observations as objective observations. It was necessary required repetition of constant procedures and cyclical practices for observation of understanding infant and toddler, such as observing and recording the infant and toddler itself-planning-observe and record certain behaviors-interpreting-finding and supporting the teacher’s assignments-evaluation. And it was found that it was necessary to support the teacher’s learning process with experts at each stage. Based on the result of the study was suggested that development and dissemination of step-by-step models that improve formal practices and aid systematic observation, operate expert interpretation companion systems, experience based teacher education.

영어 수업에 있어서 멀티미디어 프레젠테이션을 만들어가는 것을 통하여 영어를 배우는 창조적 기술을 시도하는 학습 환경이 매우 중요하다. 영어를 학교 밖에서 사용할 기회가 없는 학생들에게 이러한 방법은 수업의 목표와 적합한 연습을 가능하게 하고 또한 개인의 수준에 맞는 관계를 형성하도록 해준다. 언어는 문장의 구조와 품사, 시제 등을 포함하고 있기 때문에 더욱 외국어 습득에 있어서 문법을 학습하는 것은 매우 중요하다. 이 연구의 목적은 멀티미디어 프레젠테이션이나 파워포인트 프레젠테이션을 이용하여 영어 문법을 학습할 때 제2 외국어로서 영어를 공부하는 학생들을 위하여 효과적인 영어 문법을 가르치기 위하여 멀티미디어 프레젠테이션을 이용한 새로운 영어 교육 방법을 개발하고자 한다.

Useful It is very crucial to establish the learning environment with a creative technology for those who are going to learn English in terms of multimedia presentation. This kind of technologies make it possible for students to practice English suitable with their level and compatible with lesson plan. English grammar plays a leading role to study English as a second language for the language is required to master the structure, part of speech, and tense. The purpose of this study is to explore the a innovative English teaching and learning approach based on the multimedia presentation to teach English grammar with an effect for those students are studying English, when they are learning English grammar with power point or complex multimedia presentation.

얼굴인식에서의 근본적인 논쟁점 중 하나는 얼굴인식에서 나타나는 전체적 처리특성과 배열정보처리의 우세성이 생득적 능력인가 아니면 후천적 학습의 결과인가에 관한 것이다. 본 연구는 얼굴인식에만 나타난다고 여겨져 왔던 전체적 처리와 배열정보처리의 특성과 더불어 자동적 처리특성이 전문가적 학습과정을 통해 대상인식에서도 나타나는가를 확인하고(실험 1), fMRI를 이용하여 얼굴자극에 대하여 특수하게 관찰되는 것으로 알려진 FFA에서의 선택적 활성화가 학습의 결과로 그 강도가 변화하는가를 확인하고자 하였다(실험 2). 실험 1에서는 합성얼굴과 합성물고기 자극에 대하여 비전문가 학습 집단과는 달리 전문가 학습 집단에서만 전체적 처리와 배열정보처리 특성과 함께 자동적 처리 특성이 나타났고, 실험 2에서는 전문가 학습의 결과, 얼굴자극 뿐만 아니라 대상자극에 대한 FFA의 활성화가 증가하는 것을 확인하였다. 즉, 얼굴과 대상인식의 배후 뇌 기제에 대한 영역-일반성 특징을 보이는 결과를 얻었다. 이 실험 결과들은 얼굴인식에서 특징적으로 관찰되어지는 것으로 알려진 처리 과정들이 생득적인 능력에 기인하기보다는 전문가적 학습에 의한 결과임을 시사해준다.

One of the basic controversial issues on face recognition differing from object recognition is whether the holistic and configural processing are natural ability or the result of postnatal learning. We examined that the holistic, configural, and automatic processing regarded as the face-specific characteristics could be observed in the object recognition through the expert learning process(experiment 1). We also measured the intensity of selective activation in FFA to the synthetic face and object using fMRI(experiment 2). In experiment 1, we found that the holistic, configural, and automatic processing were observed by the expert group both in face and object recognition. In experiment 2, we found the activation of FFA to synthetic face and object increased after expert learning. FFA might be therefore not face-specific but have domain-general characteristics. These results lend direct evidence that the characteristics of face information processing is not given by natural ability but by the result of expert learning.

읽기는 인간만이 향유하는 상위 인지 기능 중 하나이다. 시각 시스템은 읽기 학습 동안 발생하는 뇌의 학습과 가소성을 연구하기 위해 적합한 뇌의 영역이다. 특히, 상위 시각 영역은 읽기 학습 이전에는 단어에 대해 선택적으로 반응하지 않지만, 성공적인 읽기 학습을 통해 기존의 다른 기능을 담당하는 영역들 사이에서 단어에 대한 선택적 반응을 하는 단어 영역을 형성한다. 또한 시각 시스템은 읽기를 수행하는 동안 읽기 회로 중 가장 먼저 정보처리를 하는 뇌의 영역이다. 하지만 읽기 처리 과정을 위한 시각 시스템의 역할에 대한 연구는 언어 영역 등 상위 인지 영역의 연구에 비해 주목을 받지 못했다. 본 논문에서는 읽기와 밀접한 관계가 있는 시각 시스템의 기능에 대해 개관하고, 읽기 학습 장애인 난독증 연구 결과를 토대로 읽기 처리 과정에 대한 시각 시스템의 기능에 대해 논할 것이다. 끝으로 임의의 시각자극인 문자 언어와 이에 대응하는 음성 언어를 연합하는 다중 감각 정보처리 과정으로서의 읽기에 대해 논의할 것이다. 본 논문에서 개관하는 선행 연구들은 시각 시스템이 읽기 발달에 매우 중요한 역할을 한다는 것과 시각 시스템의 문제로 인한 난독증 발생의 가능성을 보여주었다. 따라서 읽기에 대한 시각 시스템의 역할을 이해하는 것은 성공적인 읽기 학습을 위한 신경 기제를 규명할 뿐만 아니라 읽기 학습 장애인 난독증 치료를 위한 효과적인 중재 프로그램 개발에 매우 중요한 연구 주제이다.

Only humans possess the high-level cognitive function of reading. The visual system is the best platform to study learning and plasticity of the brain during learning to read. For example, the high-level visual areas of the illiterate brain do not selectively respond to words, and only after successful reading acquisition, the visual word form area emerges from the already established areas that selectively respond to various object categories. Furthermore, in the reading circuitry, the visual system is at the front end of reading process. However, compared to research on language and high-level cognitive areas, the role of the visual system in reading has attracted little attention. In this review paper, we summarize the reading-related function of the visual system and discuss how deficits in the visual system relate to developmental dyslexia, learning disability in reading based on dyslexia research. Finally, we discuss reading as multi-sensory processing, in which one should associate arbitrary visual symbols with speech sounds. Previous research has shown the important role of the visual system in reading development and suggested deficits in the visual system might cause dyslexia. Our research suggests that intervention programs for dyslexia as well as research on reading development should include the results from research on the visual system.

본 연구에서는 창의성을 발현하기 위해 필요한 지식의 양과 수준의 차원에 따라 창의성 영역을 구분하지 않은 기존 연구 경향의 문제점을 지적하였고, 창의성 연구에서 전문적 영역과 상식적 영역의 구분의 필요성을 제안하였다. 또한 전문분야 창의성의 발현에 중요한 역할을 하는 지식과 창의성간의 관련성을 논의하였다. 지식은 전문분야 창의성의 토대가 되기도 하지만 새로운 생각을 제약하는 이중적 역할을 한다. 이러한 논의에 근거하여 전문분야에서의 창의성 발현에 대한 학습과정 모형을 제안하였고, 창의적 지식표상의 형성과정을 살펴보았다. 그리고 창의성에 영향을 미치는 동기, 성격특성을 개인의 인지적 사고과정을 촉진하는 지원체계로 개념화하고, 학습과정 모형과 체계모형을 결합하여 창의성에 대한 통합모형을 제안하였다. 마지막으로 본 모형의 제한점과 앞으로의 연구문제를 논의하였다.

By dividing creativity into two categories based on the learning process model as common-sense and expert creativity, this study tried to provide a new perspective in this research area. A learning process model emphasizes not only quantitative but also qualitative aspects of knowledge in problem solving situations. But as was researched by other scholars, knowledge only can not automatically produce creative produces. Other factors such as motivation, personal traits and emotion also contribute to creative products. Adding these components to the learning-process model, a final 'integrated model' of creativity was developed. Empirical research for validating these models should be followed using multivariate data analysis.

자기결정이론에서는 기본적인 욕구-자율성, 능력감, 유대감-를 충족시켜주는 사회적 환경에서 성장한 청소년들에게 자기 결정력이 발달하여 공부의 효율성이 높아지고 이에 따라 삶에 대한 만족감이 증가한다고 본다. 본 연구는 자기결정이론의 이런 주장이 한국 청소년에게도 적용되는지 알아보기 위해 학습장면에서 동기가 형성되고 작동하는 경로를 추적해보았다. 연구 결과, 한국 청소년들에게 자기결정이론은 부분적으로 부합했다. 기본적인 욕구가 충족되면 자기결정력이 발달하고, 자기결정력이 발달하면 학업성취도가 향상되며, 학업성취도가 높아지면 주관적 삶의 질이 높아지는 경향이 있었다. 이는 학업 성취도를 향상시키기 위해서는 자율성을 촉진하는 동시에 타율성을 억제하고 공부에 대한 걱정, 불안감, 경쟁심, 죄책감, 수치심 등을 완화시키는 전략이 필요함을 함의한다. 그러나 주관적 삶의 질에 미치는 자기결정력의 영향은 미미하였고 학업성취도의 영향은 거의 없었다. 즉, 한국에서는 스스로 공부하고, 성적이 좋은 학생들의 삶의 질이 그렇지 않은 학생들에 비해 더 나은 것은 아니었다. 한국 청소년의 삶의 질, 학업성취도 및 학습동기를 향상시키기 위해서 이들은 부모, 교사, 친구들과 좋은 관계를 유지하고, 능력감을 맛보며, 자율적인 삶을 살 필요가 있어 보인다.

The purpose of this paper is to examine learning motivational process models, based on Self- Determination Theory(SDT) in academic settings. I examined if SDT's assumptions would fit for Korean adolescents, using a learning motivation scale(LMS), Basic Needs―autonomy, competence, and relatedness―Satisfaction Scale(BNSS), academic grades and life-quality scales, and also tried to search for the adequate motivational process models for Korean adolescents through regression analysis and structural equation model analysis. The results of this study are as follows. Basic needs satisfaction influences positively on the development of self-determinative motivation, which influences positively on academic achievement. But academic achievement and self-determinative motivation doesn't always influence on subjective well-being positively. And Korean adolescents who study autonomously or achieve good grades, are not better in a dimension of subjective well-being than others. Basic needs satisfaction while growing is more important than any other variables to improve adolescents' autonomous motivation, academic achievement and subjective life qualities.

정보기술의 발달과 교육분야의 적용은 다양한 교수-학습 방법 개선의 가능성을 제시해 주고 있다. 교육의 방법으로 새롭게 제시되고 있는 열린교육이나 자기주도적 학습 그리고 학생중심은 모두 학생들의 능동적인 정보이용과 정보소양의 중요성을 강조하고 있다. 또한 오늘날의 학교도서관은 단순한 정보제공에서 교수-학습과정과의 연계성 그리고 종합 정보센터로서 학교 전자 도서관의 필요성이 제기 되고 있다. 본고에서는 교수-학습 과정을 직 간접적으로 지원할 수 있는 학교 전자도서관의 물리적 구성요소와 정보시스템의 모형 그리고 이러한 학교 전자도서관이나 정보시스템을 통해서 교수-학습 과정에 어떻게 참여할 수 있는지 그 방안을 제시하고자 한다.

Recent developments and integration of IT are expanding the possibility of various instructional learning methods in education environments. Contemporary learning theory such as open education, self-directed learning, student's centered learning describes the students as an active and engaged information user and underscores the importance of information literacy. Therefore, school library today focus on the process of learning-teaching process rather than dissemination information, and emphasized the focus of the school electronic library as information center. The purpose of this study is examined physical components of School Electronic Library, design a model of information system and suggests a strategy for implementing teaching-learning process support services based on school electronic library and information system.