• Journal of Educational Research in Mathematics
• /
• v.17 no.3
• /
• pp.201-220
• /
• 2007

This research is designed to analyze the metacognitive thinking that mathematically gifted elementary students use to solve problems, study the effects of the metacognitive function on the problem-solving process, and finally, present how to activate their metacognitive thinking. Research conclusions can be summarized as follows: First, the students went through three main pathways such as ARE, RE, and AERE, in the metacognitive thinking process. Second, different metacognitive pathways were applied, depending on the degree of problem difficulty. Third, even though students who solved the problems through the same pathway applied the same metacognitive thinking, they produced different results, depending on their capability in metacognition. Fourth, students who were well aware of metacognitive knowledge and competent in metacognitive regulation and evaluation, more effectively controlled problem-solving processes. And we gave 3 suggestions to activate their metacognitive thinking.

• Journal of Elementary Mathematics Education in Korea
• /
• v.20 no.4
• /
• pp.563-581
• /
• 2016

Studies on meta-affect in problem solving tried to build similar structures among affective elements as the structure of cognition and meta-cognition. But it's still need to be more systematic as meta-cognition. This study defines meta-affect as the connection of cognitive elements and affective elements which always include at least one affective element. We logically categorized types of meta-affect in problem solving, and then observed and analyzed the real cases for each type of meta-affect based on the logical categories. We found the operating mechanism of meta-affect in mathematical problem solving. In particular, we found the characteristics of meta function which operates in the process of problem solving. Finally, this study contributes in efficient analysis of meta-affect in problem solving and educational implications of meta-affect in teaching and learning in problem solving.

• Journal of the Korean association of regional geographers
• /
• v.11 no.2
• /
• pp.263-277
• /
• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.

• Journal of Science Education
• /
• v.47 no.2
• /
• pp.192-210
• /
• 2023

This study was intended to develop the plant molecular biology experimental program using Rapid-cycling Brassica rapa (RcBr) based on the teaching steps and teaching methods of the cognitive apprenticeship model and to determine its application effects. In order to improve a subject's cognitive function and expertise on molecular biology experiments, two themes composed of a total 8 class sessions were selected: 'Identification of DFR gene in purple RcBr and non-purple RcBr' and 'Identification of RcBr's genetic polymorphism site using the DNA profiling method'. Research subjects were 18 pre-service teaching majors in biology education of H University in Chungbuk, Korea. The effectiveness of the developed program was verified by analyzing the enhancement of 'cognitive function' related to the use of molecular biology knowledge and technology, and the enhancement of 'domain-general metacognitive abilities.' The effect of the developed program was also determined by analyzing the task flow diagram provided. The developed program was effective in improving the cognitive functions of the pre-service teachers on the use of knowledge and technology of molecular biology experiments. It was especially effective to improve the higher cognitive function of pre-service teachers who did not have the previous experience. The developed program also showed a significant improvement in the task of metacognitive knowledge and in the planning, checking, and evaluation of metacognitive regulation, which are sub-elements of domain-general metacognitive abilities. It was found that the developed program's self-test activity could help the pre-service teachers to improve their metacognitive regulation. Therefore, this developed program turned out to be helpful for pre-service teachers to develop core competencies needed for molecular biology experimental classes. If the teaching and learning materials of the developed program could be reconstructed and applied to in-service teachers or high school students, it would be expected to improve their metacognitive abilities.

• Journal of Industrial Convergence
• /
• v.21 no.12
• /
• pp.101-111
• /
• 2023

This study conducted systematic review and meta-analysis to analyze the effectiveness of a dual-task for cognitive function in patients with MCI in Korea. A search was conducted using eight databases, and the search terms were MCI, cognition, and dual task. This study includes RCT and nonRCT published from January 2013 to July 2023. A total of 682 studies were searched, and 8 studies that fulfilled the inclusion and exclusion criteria were finally analyzed. Methodological quality was assessed with the RoB, RoBANS. The meta-analysis used CMA 4.0 ver. As a result of the analysis, the overall effect size of the dual task was medium effect size. The effect size according to the outcome variables was large for orientation and executive function, and medium effect size for global cognitive function, visuospatial function, memory, and attention. As a result of analysis according to the intervention period, the effect was greater when applied for 4 to 8 weeks, and the effect size was larger when applied for 24 to 30 sessions. This study presented clinical evidence on the effectiveness and application method of a dual-task applied to improve cognitive function in patients with MCI.

• Education of Primary School Mathematics
• /
• v.22 no.4
• /
• pp.223-237
• /
• 2019

There is a close interaction between the linguistic-syntactic representation system and the affective representation system that appear in the mathematical process. On the other hand, since the mathematical conceptual system is fundamentally metaphoric, the analysis of the mathematical concept structure through linguistic representation can help to identify the source of cognitive and affective obstacles that interfere with mathematics learning. In this study, we analyzed the problem-solving protocols of mathematical gifted children from the perspective of cognitive language and meta-affect to identify the relationship between the functional characteristics of the text and metaphor they use and the functional characteristics of meta-affect. As a result, the behavior of the cognitive and affective characteristics of mathematically gifted children differed according to the success of problem solving. In the case of unsuccessful problem-solving, the use of metaphor as an internal representation system was relatively more frequent than in the successful case. In addition, while the cognitive linguistic aspects of metaphors play an important role in problem-solving, meta-affective attributes are closely related to the external representation of metaphors.

• Therapeutic Science for Rehabilitation
• /
• v.10 no.3
• /
• pp.7-22
• /
• 2021

Objective : The purpose of this study was to verify the effect of virtual reality interventions (VRIs) on cognitive function in individuals with stroke through a systematic literature review and meta-analysis. Methods : We reviewed randomized controlled trials (RCTs) the last 10 years using academic databases. PubMed, MEDLINE, and CINAHL were used for international studies, and DBpia, KISS, Kyoboscholar, and e-article were used for Korean studies. For the quantitative meta-analysis, subgroups of outcomes were classified into general cognitive function (G-CF), attention and memory (A&M), and executive function (EF). Results : Nine RCTs were analyzed. The total number of participants was 271 (140 in the experimental group). The effect size (Cohen's d) was estimated using a random effects model. The effect sizes of the outcome subgroups of were as follows: small to medium for G-CF (d=0.422; 95% CI: 0.101~0.742; p=0.010), small for A&M (d=0.249; 95% CI: -0.107~0.605; p=0.170), and medium for EF (d=0.666; 95% CI: 0.136~1.195; p=0.014). Conclusion : Considering the various stimuli provided by the virtual environment and the results from available research, virtual reality should be applied to interventions for integrated cognitive functions. In addition, it would be appropriate to be used as an additional intervention to traditional cognitive rehabilitation for stroke.

• Archives of design research
• /
• v.16 no.2
• /
• pp.77-86
• /
• 2003

In web environment, we accept most of useful information visually. Icon is a channel through which we explore information, and we need icon design to deliver information clearly and quickly to users who accept information visually. Studies on icon have been carried out vigorously according to system environment, styles and characteristics of users. This study is on the metaphor icon, and judging from the characteristics of metaphor icon, it is by the phenomena of user's association of ideas. Divide metaphor and simile and analyzed metaphor icon that is searched in World Wide Web to distinguish similarity in metaphor icon special qualify, And I clarified the present condition of cognition by questionnaires asking people if they recognize the function. I also clarified if elements of icon design influence the level of user's cognition by visually comparing icons. The result of comparative analysis showed that different elements make different level of user's cognition, and to objectify it more, I made up questionnaires about elements of icon design and proved it again. To summarize the result of this study, the similarity between function and elements of design increases the level of recognition of metaphor icon proportionally. To improve user's cognition, I suggest designing with elements which materialize functions.

• 한국정보교육학회:학술대회논문집
• /
• 2005.08a
• /
• pp.377-384
• /
• 2005

메타인지는 자신의 인지와 학습활동에 대한 지식과 통제활동의 의미로 사용되었으며, 메타인지 지식은 자기 자신의 인지과정에 대하여 스스로 알고 있는 지식을 의미하고, 메타인지적 기능인 자기 조정능력은 학습활동을 스스로 조정하고 통제하면서 학습을 수행하는 능력을 말한다. 학습정보를 제공하는 피드백이 학습자의 학업성취도를 높인다는 연구들은 교수 학습의 과정에서 피드백이 학습효과를 높이고 학업성취도를 증가시키는데 공헌할 수 있다고 밝히고 있다. 이러한 메타인지와 피드백에 관한 선행연구들을 바탕으로 웹을 기반으로 한 프로젝트 학습에서 학습자의 베타인지 수준에 따라 효과적으로 활용할 수 있는 피드백 유형이 필요함을 제안한다.

• Journal of the Korean Data and Information Science Society
• /
• v.27 no.5
• /
• pp.1375-1387
• /
• 2016

The purpose of this study was to evaluate the effect of exercise on cognitive function in the elderly through a systematic literature review and meta-analysis. For the study purpose, 14 studies were selected through a systematic process of using several databases and 11 studies were used to estimate the effect size of exercise on cognitive function. Meta-analysis was performed using a random effects model, and the effect size on cognitive function was calculated. The effect size for cognitive function of exercise intervention was Hedges' g=1.05 (95% CI: 0.61~1.50), indicating a large effect size. For heterogeneity, moderator analysis was performed using intervention, number of times per week, intervention duration, and cognitive function measurement. Cognitive function measurement was statistically significant, the other moderators did not significant difference. Results support that exercise has significant positive effects on cognitive function in elderly in korea. It also provided a basis that can be applied to exercise intervention design for cognitive function.