• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.347-360
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• 2016

This study focused on the use of student assessment activities to investigate the impact on reflective thinking in Argument-based Inquiry. The participants of the study were 166 10th grade students (six classes). Over one semester, students participated in five ABI programs that we developed. The experimental group (84 students) was taught Argument-Based Inquiry with students' self and peer assessment activities. The comparative group (82 students) was taught without the activities. We analyzed students' reflective writing to investigate how the student assessment activities influenced the students' reflective thinking. We also used the interviews and surveys to examine the validity of student assessment activities. According to analysis of the reflective writing, the experimental group had a significantly higher mean score than the comparative group in the 3rd and 5th writing. The ratio of students who showed a metacognitive level of reflection with regard to analysis of inquiry process, understanding of learning, and change of thinking increased in both groups, but the experimental group's ratio was higher than the comparative group's. The result of analysis of the reflective practice showed that the ratio of the experimental group's students who reached the metacognitive level of reflection in their writing increased, while the comparative group's decreased. Therefore, we conclude that student assessment activities can create a learning environment that facilitates student participation, increases the students' engagement in the learning process, and can be used as a tool to scaffold learning.

• Communications of Mathematical Education
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• v.33 no.1
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• pp.35-45
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• 2019

Reflection and Meta-Cognition became the centered interest as main subjects of the mathematics education studies together with problem solving education in the 1980s. And lots of researches who have concerned with them have been even progressed actively. But, the concept of the reflection and particularly meta-cognition has been pointed out continually because of its ambiguity and uncertainty. There is almost no researches intended to reveal the concept itself. Although the status of the reflection and/or meta-cognition in mathematics education. Therefore, it is significant at this point in time that the work of examining the concept of the reflection and meta-cognition be accomplished. By this reason, this study tried to examine and find out the essential nature of the concept of reflection and meta-cognition in aspects of mathematics education.

• Journal of KIISE:Software and Applications
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• v.36 no.6
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• pp.498-507
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• 2009

There has been insufficient studies on the effect of programming language learning on logical thinking ability. Each study result on the improvement degree and items of logical thinking ability is different according to the object of the study, its method, and the learning subject, which makes the generalization process difficult. Moreover, the necessity of programming language learning seems not proved, because it is not apparent whether the improvement of logical thinking ability is due to the advancement of knowledge or programming language learning. In this study, we instructed educational programming languages to elementary students in 6th grade for 7 hours, investigated its effect on logical-thinking ability by the meta-cognition level, and compared the result with that of computer skill learning. As a result, for Dolittle, LOGO, and Powerpoint learning groups, the logical-thinking ability of high meta-cognition level students has increased with significance, but that of low meta-cognition level students has significantly increased for Dolittle and LOGO groups only. However, regardless of meta-cognition levels, there was no significant difference of logical-thinking ability between all three groups.

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

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.165-166
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• 2013

The principle of human perception, behavior, and thought is presented in the traditional interface design study that is ease to use and increase the learn-ability. We believe that the usability is related to user's affection. The goal of this paper is to investigate how visual metaphor works in usability and affection in interface to analyse the effect of visual metaphor to user affection. Literature reviews for the concept of metaphor and affection design conducted. We analyse the effect to user's affection through think-aloud i.e. protocol analysis for metaphor.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.201-206
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• 2007

현재 컴퓨터 교육은 흥미와 실용위주의 컴퓨터 활용교육과 컴퓨터 소양교육에 치우쳐 있어 컴퓨터의 작동원리 등의 컴퓨터 과학을 이해하기에는 부족함이 많다. 특히 컴퓨터과학 분야 중 문제해결력, 논리적 사고력을 향상시키기 위한 프로그래밍 기초 교육은 보다 강조해야 한다. 본 연구에서는 객체지향형 교육용프로그래밍언어 두리틀을 초등학생들에게 프로그래밍을 지도할 수 있는 최적의 언어로 선정하고 다른 프로그래밍 언어와 비교 분석해 보았다. 그리고 자기 자신의 학습상황을 감독 관리하는 능력인 메타인지 수준에 따라 학습자를 분류한 후, 두리틀 프로그래밍 학습 후 논리적 사고와 그 하위논리의 효과, 그리고 메타인지 수준에 따른 논리적 사고와 그 하위 논리별로 미치는 영향을 분석하였다.

• Proceedings of the Korean Information Science Society Conference
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• 2006.10a
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• pp.72-76
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• 2006

정보통신 기술의 발전은 양방향의 참여 문화를 형성하고 있다. e-러닝의 환경도 웹 기반의 환경에서 모바일 환경과 방송과 융합된 네트워크 환경으로 변화되며, e-러닝도 학습자의 직접 참여를 요구하는 교수-학습 교수법을 제공하고 있다. 다양한 네트워크 환경에서 원하는 정보를 생성, 추출하고 다른 사람과 의사소통할 수 있어야 한다. e-러닝의 발전으로 복합적 사고와 고차원적인 인지 사고를 위해 학습자 주도의 개별적자율적 학습, 협력적(collaborative)학습을 제공할 수 있다. 즉, e-러닝의 웹 기반에서 발전하여 무선 네트워크 환경으로의 변화가 학습 환경도 시간적, 공간적으로 자유로울 수 있는 모바일 환경(mobile environment)에서 방송과 통신이 융합되고 나아가 유비쿼터스 환경(ubiquitous environment)으로 전환되고 있다. 본 논문에서는 e-러닝의 콘텐트를 다양한 디지털 기기에 따라 재사용하고 재구성하여 제공할 수 있도록 메타데이터 맵핑 구조에 대해 연구하고자 한다.

• The Journal of Korean Academic Society of Nursing Education
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• v.25 no.3
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• pp.277-288
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• 2019

Purpose: This study aimed to examine the effects of team-based learning using concept mapping on critical thinking disposition and metacognition on college of nursing students. Methods: A non-equivalent control group pretest-posttest design was used. The experimental group was provided team-based learning using concept mapping. The control group was provided team-based learning. A total of 77 nursing students participated. Results: The experimental group increased significantly in critical thinking, however, there were no significant differences in critical thinking or metacognition between the two groups. The four essential themes extracted were as follows: (1) Expanding the scope of thinking; (2) Strengthening learning competency; (3) Enhancing communication skill; and (4) Burden of new learning method. Conclusion: The findings indicate that team-based learning using concept maps may be an effective teaching-learning method for nursing students.

• Journal of the Korean Society for Library and Information Science
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• v.47 no.2
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• pp.75-101
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• 2013

This study analyzed the effect of metacognition to the information-seeking behaviors of 250 undergraduate students. For this, metacognition was examined by the inspection form that the Educational Psychology Programs of the Department of Education, at Seoul National University, developed in 2005. The information-seeking behaviors were examined by the observance of the established information-seeking performances and through a survey. As a result of the analysis, metacognition affected the items of the survey for the information-seeking behaviors, excluding one item. As metacognition is the cognitive characteristics acting after the cognitive process, it affected thinking activities that were conducted by the brain. In addition, metacognition affected the seeking process, the results of seeking, and the general information-seeking behaviors. Therefore, the study of metacognition is effective in the overall aspects of information-seeking behaviors including the seeking process, the results of seeking, and the general information-seeking behaviors.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.35 no.6
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• pp.1339-1345
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• 2015

Korean government annually estimates and reports the traffic safety index to evaluate the traffic safety of 228 Gu Gun. However, since the traffic safety index is derived from the spatially macroscopic perspective based on collected relative data, there are a couple of problems such as inability to investigate the individual traffic accidents on the spot, insecurity of accuracy and reliability of traffic safety index estimation method, and absence of establishing temporal relationship of traffic accidents. Thus, this study investigated temporal traffic safety in macroscopic manner for Gu Gun in Busan depending on the installation of the traffic safety facility (i.e., urban median), employing meta analysis. As a result, all Gu Gun in Busan except Saha, Buk, Dong, and Busanjin experienced more traffic accidents after installing the urban median, indicating that there are more rooms for improvement of macroscopic traffic safety evaluation.