조병영 교수

AbstractThe purpose of this study was to investigate the type, pattern, and complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants performed an academic Internet reading task with the goal of developing critical questions about their chosen controversial topic. Strategies for Internet reading were analyzed from the perspective of constructively responsive reading, both qualitatively and quantitatively, using participant-generated verbal

Abstract Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers’ goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine such strategic actions by readers in the complex environments of the Internet. We focus on Amalie (pseudonym), a participant in a study of ado

Forty-three high school students participated in an online reading task to generate a critical question on a controversial topic. Participants’ concurrent verbal reports of strategy use (i.e., information location, meaning making, source evaluation, self-monitoring) and their reading outcome (i.e., the generated question) were evaluated with scoring rubrics. Path analysis indicated that strategic meaning making coordinated with self-monitoring and source evaluation positively influenced the qual

Abstract This study examines how the beliefs that adolescent readers hold about knowledge and knowing are activated during online reading. The research questions center on the pattern of these readers’ epistemic processes through which more or less productive learning occurs. High school students performed a critical online reading task on a controversial topic; 10 more successful readers and 10 less successful readers were then selected based on their topic knowledge gain and the quality of the

This chapter draws on a broad range of research to describe readers' strategic processing with multiple sources. Strategic processing plays a central role in successfully accessing, comprehending, and using a variety of different sources in online environments. Research has documented that strategic readers are active in locating information, cross-textual linking, source evaluation, and self-monitoring. Multisource reading strategies may be categorized in relation to each strategy's complexity

In this chapter, we examine qualitative approaches to verbal protocol analysis and their role in constructing detailed accounts of strategic processing. To that end, we draw from diverse studies in the area of reading in which qualitative protocol data is extensively used to catalog and describe the readers’ strategies engaged with a variety of texts, tasks, and goals. We argue for the importance of investigating strategic processing in reading, examine the scientific merits of qualitative verba

Changing contexts of literacy in the mobile Internet age demands that readers use higher-order strategies to identify, understand, and evaluate numerous web sources. Sophisticated use of these strategies is a hallmark of competent readers, who are able to make informed decisions about their own reading in the unknown, untested information space on the Internet. The focus of this chapter is on these new demands of reading in Internet settings. The chapter begins by describing changing views of te

The Internet is central to understanding literacies in the 21st century, and explication of reading strategies situated in Internet settings contributes to both our understanding of reading and our support of students in the Internet age. The purpose of this study was to examine the complexity of Internet reading strategies used by seven accomplished high school readers. Individual participants read on the Internet, with the goal of developing critical questions about their chosen contemporary c

This chapter focuses on how students learn about and develop perspectives when working with multiple sources in disciplinary classrooms. This chapter begins with a proposal for considering multiple facets of perspective learning, involving acknowledging, comparing, and co-constructing perspectives. It situates these perspective-learning processes in a historical literacy task environment that engages students in an examination of multiple historical sources. The chapter explores the nature of st

본 연구는 저온 및 표준양생에 따른 광물질 혼화재 종류별 콘크리트의 응결 및 강도특성을 검토하였다. 그 결과 저온양생은 표준양생에 비해 응결 지연현상이 크게 발생하고, 압축강도 발현성능도 저하하여 초기재령에서의 품질관리가 매우 중요한 것으로 나타났다.

Continued from the analysis of the freezing property at the condition of solution of part 1, this study is designed for analyzing the freezing and physical properties about the kinds of anti-freezing agent, water cement ratio and the addition of anti-freezing agent at the condition of cement paste.