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A Study on Effects of Well-structured Cognitive Reflection Journal on Metacognition and Learning Achievement  

Park, Sun-Hee (Center for Innovative Engineering Education, Dankook University)
Lee, Seung-Ki (Dept. of Electronics and Electrical Engineering, Dankook University)
Choi, Mi-Na (Dept. of Graduate School of Education, Cheongju University)
Publication Information
Journal of Engineering Education Research / v.11, no.1, 2008 , pp. 5-14 More about this Journal
Abstract
The purpose of this study is to analyze how a well-structured cognitive reflection journal can affect a learner's metacognition and learning achievement in the area of Engineering Education. The objects of this study were 143 students in total (experimental group: 52, control group: 91) who are taking the 'Fundamental Semiconductor Engineering' course in the Engineering Department at D college in the metropolitan area. For his particular study, we undertook three steps as follows. First, we verified that the two groups of students were equal in areas of metacognition and learning achievement. Second, the experimental group was asked to keep writing the well-structured reflection journal for four weeks and the control group was not. Third, we evaluated the metacognition and learning achievement. This study used a questionnaire to measure metacognition by Sperling(2002) in a Korean translation as well as a well-structured cognitive reflection journal. As a result, we found that the well-structured cognitive reflection journal affects learners positively in the sense of metacognition ability, continuity as well as learning achievement.
Keywords
metacognition; well-structured cognitive reflection journal;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
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