• The Journal of Korean Association of Computer Education
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• v.10 no.3
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• pp.31-38
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• 2007

The purpose of the study was to examine the correlations between team cognition and team process and team performance in e-learning based team learning environment. 55 graduate students consisting of 11 teams participated in the study voluntarily during the spring semester. In the result, it was found that team cognition had no relationship with team process and performance although sub-variables of team cognition and team process as well as team performance had a significant relation with each other. Some further research issues were addressed in terms of team leadership and potential variables affecting each variables.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.37-50
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• 2003

The purpose of this study was to develop the quality of the textbook and to find out reasonable selection and structure by examining and analyzing the cognition of teacher and students on the structure and contents of elementary science textbook in the 7th curriculum. The findings of this study were as follows: First, as a result of the students’ cognition, their interest level of the learning contents was high and the degree of the difficulty of the learning contents was low on the whole. Second, as a result of the teachers’ cognition of contents of the textbook, teachers who taught third graders understood that the third graders have relatively much contents to be studied and the level of the contents of the textbook was high. On the other hand, fourth graders’ teachers recognized that contents to be studied and the level of the contents were appropriate. And they understood that there were much work to be studied in the units which were difficult and there were difference between contents to be studied and the degree of the difficulty in some units such as life or the earth fold. Third, as a result of the teachers' cognition of structure of the textbook. teachers were very affirmative to reduce school hours. They understood that current numbers and scale of the unit were appropriate. Teachers were satisfied with the structure of elementary science textbook in the 7th curriculum on the whole.

• ETRI Journal
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• v.45 no.1
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• pp.75-92
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• 2023

Level 3 autonomous vehicles require conditional autonomous driving in which autonomous and manual driving are alternately performed; whether the driver can resume manual driving within a limited time should be examined. This study investigates whether the demographics and subjective driving tendencies of drivers affect the take-over performance. We measured and analyzed the reengagement and stabilization time after a take-over request from the autonomous driving system to manual driving using a vehicle simulator that supports the driver's take-over mechanism. We discovered that the driver's reengagement and stabilization time correlated with the speeding and wild driving tendency as well as driving workload questionnaires. To verify the efficiency of subjective questionnaire information, we tested whether the driver with slow or fast reengagement and stabilization time can be detected based on machine learning techniques and obtained results. We expect to apply these results to training programs for autonomous vehicles' users and personalized human-vehicle interfaces for future autonomous vehicles.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.349-359
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• 2022

The purpose of this study is to add and revalidate items of learning cognition and learning emotion factors for online use of the K-LSS for junior college. It is important for self-reflection and improvement of academic achievement to specifically explore and analyze the sub-factors of learning cognition, learning behavior, and learning emotion for each item that can affect the learning strategy of junior college students. The added items are two items for diagnosing the concentration of attention in the learning information processing process of the learning cognitive factor and two questions about the interpersonal anxiety factor for diagnosing the level of anxiety about others in the learning emotional factor. The study area was conducted in 5 areas nationwide, and the subjects of the study were 923 junior college students excluding 327 respondents who answered insincerity. The K-LSS_r scale is a learning strategy diagnosis scale of 52 questions composed of three sub-elements of learning cognition (18 questions), learning emotion (15 questions), and learning behavior (19 questions), and reliability for generalization in this study. As a result of the verification, Cronbach's α coefficient of the entire scale was .896, and Cronbach's α coefficient of the three factors ranged from .876 to .910. The half-segment reliability coefficient of the scale was .858 in total, and the half-segment reliability coefficients of the three factors ranged from .792 to .843. The test-retest reliability verification result for 3 weeks for 350 Junior college Students in 5 regions was .884, and the validity test for generalization also confirmed that the recruitment validity is significant.

• Research in Community and Public Health Nursing
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• v.18 no.1
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• pp.146-155
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• 2007

Purpose: This study was performed to examine the degree of meta cognition, critical thinking and self-efficacy and to identify correlations among the meta cognition, critical thinking, and self-efficacy of nursing students studying through PBL. Method: The subjects were 140 nursing students who had studied through PBL over three terms at C College. Data were collected from August to September, 2005 using a structured questionnaire and analyzed using SPSS 10.0. Results: The mean score of meta cognition was 40.14 (SD=6.02), critical thinking was 181.46 (SD=14.49), and self-efficacy was 942.93 (SD=167.05). There was a statistically significant positive correlation between meta cognition and self-efficacy and age. Also, meta cognition had a positive correlation with appropriateness to nursing and interest in nursing knowledge, and critical thinking had a positive correlation with appropriateness to nursing, interest in nursing knowledge, interest in lab on campus and interest in clinical practicum. There were statistically significant positive correlations among meta cognition, critical thinking and self-efficacy. Conclusion: Based on above results, further research should be done about many factors influencing nursing students' problem solving abilities for the development and application of many teaching methods for improving nursing students' meta cognition, critical thinking and self-efficacy.

• Korean Journal of Biological Psychiatry
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• v.23 no.3
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• pp.102-107
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• 2016

This review will summarize EEG studies of learning and memory based on frequency bands including theta waves (4-7 Hz), gamma waves (> 30 Hz) and alpha waves (7-12 Hz). Authors searched and reviewed EEG papers especially focusing on learning and memory from PubMed. Theta waves are associated with acquisition of new information from stimuli. Gamma waves are connected with comparing and binding old information in preexisting memory and new information from stimuli. Alpha waves are linked with attention. Eventually it mediates the learning and memory process. Although EEG studies of learning and memory still have controversial issues, the future EEG studies will facilitate clinical benefits by virtue of more developed and encouraging prospects.

• Education of Primary School Mathematics
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• v.3 no.1
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• pp.37-45
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• 1999

This paper investigates the comparative effectiveness of two kinds of instructional methods in transfer of mathematics learning: one based on the situated cognition, ie. situated learning and the other based on traditional learning. Two classes of second graders studied the instruction about 3-digit addition and subtraction. After that, they completed two written tests and a real situation test. As a result. no significant differences were found between the two group's performance on the written test 1 and real situation test. But the situated learning group performed significantly better on the performance of story problem than traditional group. This result indicated that the situated learning made improvement in transfer of mathematic loaming. As a result of interviews with 12 children, the situated loaming group's children were able to use contextual resources in solving real situation as well as story problems.

• 전자공학회논문지 IE
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• v.47 no.2
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• pp.73-81
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• 2010

The main purpose of this study was to examine the effects of meta-cognition, learning flow and problem solving ability of the college engineering students on academic achievement. For this purpose, a total of 396 college engineering freshmen of the six different departments was chosen to conduct a survey. A hypothetical model was proposed, which was composed of meta-cognition, problem solving ability and learning flow as the prediction variables, and academic achievement as the outcome variables. The results of this study through multiple regression analysis showed that meta-cognition, learning flow and problem solving ability significantly influenced on the college engineering studnets' academic achievement. In addition, learning flow was used as a significant mediated variable in the relationships among meta-cognition, problem solving ability and academic achievement. Based on these study results, the above variables investigated in this study should be considered in the design and development of the college engineering courses that enable students to facilitate their problem-solving attitude and improve academic achievement.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.19 no.12
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• pp.383-392
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• 2018

This study was conducted to examine the effects of a meta-cognition teaching and learning program on nursing students' self-leadership, collaborative preference and problem solving ability. The study was designed using a nonequivalent control group pretest-posttest design. Data were collected between March 5 and June 30, 2018 from 74 2-year nursing students in D College of D City who were assigned to an experimental group (n=36) or a control group (n=38). The meta-cognition teaching and learning program consisted of 10 sessions of combined individual and small group learning. Data were analyzed using descriptive analysis, as well as a t-test, ${\chi}^2$-test, and paired t-test with the SPSS/WIN 21.0 program. After receiving the meta-cognition teaching and learning program, significant differences were observed in self-leadership (t=4.79, p<0.001), collaborative preference (t=5.07, p<0.001), and problem-solving ability (t=6.48, p<0.001) of the experimental group. The results of this study indicate that the meta-cognition teaching and learning program was effective at increasing self-leadership, collaborative preference and problem-solving ability in nursing students. It is expected that the results of this study will be used as basic data to improve self-leadership, collaborative preference and problem-solving ability of nursing students.

• Journal of Korean Academy of Nursing
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• v.34 no.5
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• pp.712-721
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• 2004

Purpose: This investigation examined the effect of PBL on the meta-cognition, critical thinking, and problem solving process. Method: The research design was pre-posttest with a none qui valent control group design. Scenarios for PBL sessions were developed on the basis of textbooks and patients' charts and tested for content validity. Seventy six nursing students who took a 'Nursing Process' course from two nursing schools participated in the experimental group and control group. The experimental group performed PBL during the semester. Meta-cognition and problem solving processes were assessed by questionnaires which were developed using pedagogics. Critical thinking was measured by the CCTST(California Critical Thinking Skill Test) Form 2000. The data was analyzed by repeated measure (pretest-posttest) MANOVA, and correlation analysis. Result: PBL improved the participants' meta-cognition and problem solving process but not critical thinking. The relationship between meta-cognition and the problem solving process was supported but the relationship between critical thinking and problem solving was not supported. Conclusion: These results suggest that PBL has a positive effect on nursing students' educational outcomes. To improve the problem solving ability of nursing students, PBL should be applied to more subjects in the nursing curriculum.