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NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.36 no.4, 2016년, pp.705 - 715
The purpose of this research is to analyze elementary students' attention characteristics through attention test and eye tracking on real science classes. The SMI's ETG(eye tracker glasses) mobile eye tracker was used to analyze the attention process of elementary students'. The sampling rate of the...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
선언적 지식이란? | LTM 은 선언적 지식(Declarative Knowledge; DK)과 비선언적 지식(Non-declarative Knowledge; NK)으로 구분할 수 있다(Lee, 2014; Park, 2013; Shin & Shin, 2013b). DK 는 일화기억과 의미기억을 말하고, NK 는 절차적 기억, 점화기억, 고적적 조건화, 비연합학습 등을 말한다(Lee, 2014; Park, 2013; Shin & Shin, 2013b). | |
학생들이 PIS과 정에서 문제해결과 관련된 정보를 구성하지 못하여 유용한 정보를 생성하지 못하면 어떻게 되는가? | PIS 과정에서도 관찰대상에 대한 정보를 형성할 수도 있는데(Shin & Shin, 2013b), 주로 색깔, 윤곽, 깊이, 명암 등 관찰대상의 원초적인 정보를 형성(Raw Information Formation; RIF)한다. 학생들은 PIS과 정에서 문제해결과 관련된 정보를 구성하지 못하여 유용한 정보를 생성하지 못할 경우 실패(null)과정에 머물게 되고, 이러한 실패과정이 반복되면 학생들은 혼란 주의로 일관하기도 한다(Shin & Shin, 2013b). 상향식 주의에 의한 RIF 과정에서 인간의 ‘무의식적 지식의 의식화’(Unconsciously Conscious of Knowledge; UCK)과정은 언제나 가능하고(Baars & Gage, 2007; Park, 2013; Shin & Shin, 2013b), UCK 과정을 통해 장기기억속의 관련 지식을 활성화하게 된다면 하향식주의로 즉시 전환할 수도 있다. | |
학생들의 학습참여도를 높이기 위해서는 실제 수업에서 학생들의 주의 수준과 주의 처리과정을 분석해야하는 이유는? | 학생들의 학습참여도를 높이기 위해서는 실제 수업에서 학생들의 주의 수준과 주의 처리과정을 분석하는 연구가 필요하다(Shin & Shin, 2013b). 그 이유는 교사의 체계적인 수업설계와 효과적인 교수전략을 바탕으로 한 교수학습활동에도 불구하고 학생들은 언제나 학습활동에 수동적으로 참여할 수 있기 때문이다 (Borich, 2010). 기존의 주의력 검사도구를 이용해 학생들의 선택적 주의, 자기통제, 주의의 지속성 등을 평가할 수 있었지만, 실제 수업에서 학생들의 주의 특성과 처리과정을 이해하는 데에는 제한적이다. |
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