• Title/Summary/Keyword: cognitive learning strategies

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Analysis of Preservice Elementary Teachers' Lesson Plans

  • Hong, Jung-Lim
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.171-182
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    • 2004
  • The purpose of this study is to analyze lesson plans from third to sixth grades of science and to find out teaching strategies in respects of learning functions provided by preservice elementary teachers in education university. On the whole, to control students' learning process preservice teachers used more shared-regulation strategy than strong teacher-regulation one. Teaching activities for regulative learning function were most used in strategy of strong teacher-regulation, and in strategy of shared-regulation those for cognitive learning functions were most used. But teaching activities for affective learning functions were used a little considered in both teaching strategies. In introduction step of instruction, affective and regulative learning functions were more instructed by strong teacher-regulation strategy and cognitive learning functions were more instructed by shared-regulation strategy. The affective, cognitive, and regulative learning functions were largely planned by shared-regulation teaching strategy in development. The regulative learning functions were planned by strong teacher-regulation strategy than by shared-regulation strategy and affective learning functions were considered a little bit in consolidation. There was a tendency that strong teacherregulation strategy was increased in lessons for fifth and sixth grade.

How Does Cognitive Conflict Affect Conceptual Change Process in High School Physics Classrooms?

  • Lee, Gyoung-Ho;Kwon, Jae-Sool
    • Journal of The Korean Association For Science Education
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    • v.24 no.1
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    • pp.1-16
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    • 2004
  • The purpose of this study was to examine the role of cognitive conflict in the conceptual change process. Ninety-seven high school students in Korea participated in this study. Before instruction, we conducted pretests to measure learning motivation and learning strategies. During instruction, we tested the students' preconceptions about Newton's 3rd Law and presented demonstrations. After this, we tested the students' cognitive conflict levels and provided students learning sessions in which we explained the results of the demonstrations. After these learning sessions, we tested the students' state learning motivation and state learning strategy. Posttests and delayed posttests were conducted with individual interviews. The result shows that cognitive conflict has direct/indirect effects on the conceptual change process. However, the effects of cognitive conflict are mediated by other variables in class, such as state learning motivation and state learning strategy. In addition, we found that there was an optimal level of cognitive conflict in the conceptual change process. We discuss the complex role of cognitive conflict in conceptual change, and the educational implications of these findings.

The Relationship between Creative Problem Solving in Science and Cognitive Strategies in Elementary School Students (초등학교 아동의 과학 창의적 문제 해결과 인지 전략과의 관계)

  • Lee, Hye-Joo
    • Journal of Korean Elementary Science Education
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    • v.26 no.3
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    • pp.286-294
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    • 2007
  • This study investigated the relationship between elementary school students' creative problem solving skills in terms of science and cognitive strategies. Creative problem solving in science was measured by 4 variables; appropriateness, scientific ability, concreteness, and originality. Cognitive strategies were measured by 6 variables; surface(rehearsal), deep(elaboration and organization), and metacognitive strategies(planning, monitoring, and regulating). The KEDI Creative Problems Solving Test in Science(Cho et al., 1997) and the Motivated Strategies for Learning Questionnaire(Pintrich & DeGroot, 1990) were administered to 72 subjects. Data were analyzed by means of Pearson's correlation and multiple regression analysis. Our findings indicated a positive correlation between creative problem solving in science and cognitive strategies. The surface cognitive strategy (rehearsal) positively predicted the total score, the scientific ability's score, the concrete score, and the original score of creative problem solving in science. The deep cognitive strategy(organization) positively predicted the appropriate score and the metacognitive strategy(planning) positively predicted the original score of scientific creative problem solving skills.

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Understanding Language Learning Strategies, Language Learning Beliefs, and English Listening Achievement of Korean Undergraduate Students (대학생들의 언어학습전략, 언어학습믿음과 영어듣기성취 이해)

  • Cho, Hyewon
    • Journal of Digital Convergence
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    • v.16 no.3
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    • pp.37-45
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    • 2018
  • The purpose of this study was to understand language learning strategies use, language learning beliefs, and listening achievement of Korean EFL learners. The participants was sixty-nine university students who enrolled in blended learning classes for English listening. Data was collected and analyzed to see if there were any differences in strategies and beliefs between students who improved their listening test score and those who did not. The results showed that students showing improvement at the post-test used more language learning strategies and had a high level of motivation. Statistically significant correlation was found between motivation and strategies such as cognitive and meta-cognitive strategies.

Relationship Between Cognitive Strategies and Motivation for Self-determination in Preservice Kindergarten Teachers (예비유아교사의 인지전략과 자기결정성 동기와의 관계)

  • Lee, Hye Joo
    • Korean Journal of Child Studies
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    • v.27 no.2
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    • pp.55-69
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    • 2006
  • This study investigated relationship between preservice kindergarten teachers' cognitive strategies and self-determination motivation types. Cognitive strategies were measured by 3 variables surface, deep, and metacognitive strategies; motivation for self-determination was measured by 7 variables; intrinsic motivation(IM) to know, IM to accomplish, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. The Motivated Strategies for Learning Questionnaire(Pintirch & DeGroot, 1990) and the Academic Motivation Scale(Vallerand et al., 1992, 1993) were administered to 82 subjects. Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Finding were a positive correlation between IM to know and IM to accomplish. IM to accomplish positively predicted surface, deep, and metacognitive strategies, and identified regulation positively predicted deep cognitive strategy. Amotivation negatively predicted deep and metacognitive strategies.

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An Analysis of Learning Styles for Implementing Learning Strategies of First-year Engineering Students (공과대학 신입생의 학습전략 활용을 위한 학습양식 분석)

  • Choi, Keum-Jin;Kim, Ji-Sim;Shin, Dong-Eun
    • Journal of Engineering Education Research
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    • v.14 no.4
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    • pp.11-19
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    • 2011
  • The purpose of this study was to identify learning strategies by learning style of first-year engineering students in order to find implications for teaching and learning strategies in engineering education. This study was conducted with 273 first-year students in two universities in Korea. Following were the results: First, there were Sensing learners(72.2%), Visual learners(84.6%), Reflective learners(64.8%), and Sequential learners(58.2%) and the level of learning strategies was 3.28(SD=0.38). Secondly, the finding revealed that there was only significant difference in learning strategies on Information processing dimension and Active students demonstrated higher level of learning strategies than Reflective students. To be more specific, there were significant differences in cognitive, meta-cognitive, and internal and external management. For engineering education, implications for teaching strategies in classroom and self-regulated learning strategies were discussed.

Learning strategies and deep learning (학습전략과 심층학습)

  • Shin, Hong-Im
    • Korean Medical Education Review
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    • v.11 no.1
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    • pp.35-43
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    • 2009
  • Learning strategies are defined as behaviors and thoughts that a learner engages in during learning and that are intended to influence the learner's encoding process. Today, demands for teaching how to learn increase, because there is a lot of complex material which is delivered to students. But learning strategies shouldn't be identified as tricks of students for achieving high scores in exams. Cognitive researchers and theorists assume that learning strategies are related to two types of learning processing, which are described as 'surface learning' and 'deep learning'. In addition learning strategies are associated with learning motivation. Students with 'meaning orientation' who struggle for deep learning, are intrinsically motivated, whereas students with 'reproduction orientation' or 'achieving orientation' are extrinsically motivated. Therefore, to foster active learning and intrinsic motivation of students, it isn't enough to just teach how to learn. Changes of curriculum and assessment methods, that stimulate deep learning and curiosity of students are needed with educators and learners working cooperatively.

The Effects of Cognitive Acceleration Instructional Strategies Applied to Unit of 'The Light and Shadow' in Elementary School (초등학교 빛과 그림자 단원에 적용한 인지 가속 수업 전략의 효과)

  • Jeong, Soon-Hwa;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Korean Elementary Science Education
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    • v.28 no.3
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    • pp.321-330
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    • 2009
  • This study investigated the effects of teaching-learning lesson plan using cognitive acceleration instructional strategies applied to the unit, 'The Light and Shadow' in elementary school. Two classes of the second grade elementary students (N=63) in Chungcheongbukdo districts were assigned to control and treatment groups each, and were taught about 'The Light and Shadow' for 8 class hours. For the treatment group, teaching-learning lesson plan using cognitive acceleration instructional strategies developed by this research was applied. The traditional instruction by textbook and teacher's guides was used for the control group. All students were tested with the test for concept of the shadow and the test for academic achievement about the unit. As the result of the post-test, the scores of the treatment group were higher than those of the control group. However, it was not statistically meaningful difference. The scores of the treatment group were significantly higher than those of the control group in the delayed-post-test for concept of the shadow. No significant interaction was observed with respect to the students' gender, instruction and pre-level for the concept of the shadow. Data analysis indicated that the scores of the treatment group were significantly higher than those of the control group in the post-test and delayed- post-test for the concept of the shadow in the area of object permanence. Our research work shows the effectiveness of the teaching-learning lesson using cognitive acceleration instructional strategies for the development for concept of the shadow for elementary school students, and suggests the necessity for this kind of teaching-learning program in the fields.

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A Study on Effectiveness and Preference of e-Learning Contents Delivery Types in Learning Domains (학습목표영역에 따른 이러닝 컨텐츠 전달 유형별 학습 효과성과 선호도에 대한 연구)

  • Yu, Byeong-Min;Lee, Byoung-Joon
    • Journal of Agricultural Extension & Community Development
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    • v.21 no.4
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    • pp.1029-1060
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    • 2014
  • The purpose of this study are to figure out whether there are the meaningful differences between learner's learning achievements and contents preference in accordance with the delivery strategies (instructor-focused model, learner-focused model) of learning materials suggested by Bloom in web-based instruction, and to suggest the various options on the contents delivery strategies to improve the learner's learning achievements of each learning domains. Learning domains were divided by the cognitive domain, the affective domain, and the psychomotor domain. The result of research with 182 learners showed that learner-focused model in the cognitive domain caused higher learning achievements and preference than instructor-focused model. And instructor-focused model in the psychomotor domain compared with learner-focused model caused higher learning achievements and preference. However, there were less meaningful differences in the affective domain. In other words, learner-focused model is appropriate to the feature of the cognitive domain while instructor-focused model is appropriate to the feature of the psychomotor domain. The results suggest that delivery strategies should be chosen by domains of learning contents in order to improve learner's learning achievements in web-based instruction. Learner-focused delivery strategies in the cognitive domain and instructor-focused delivery strategies in the psychomotor domain need to be considered positively. Delivery strategies should be studied and developed in order to lead higher learning achievements and preference.

Latent Profile Analysis of Medical Students' Use of Motivational Regulation Strategies for Online Learning (온라인 학습에서 의과대학생의 동기조절 프로파일 유형에 따른 인지학습과 학습몰입 간 관계 분석)

  • Yun, Heoncheol;Kim, Seon;Chung, Eun-Kyung
    • Korean Medical Education Review
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    • v.23 no.2
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    • pp.118-127
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    • 2021
  • Due to the coronavirus disease 2019 pandemic, the new norm of online learning has been recognized as core to medical institutions for academic continuity, and students are expected to be motivated and engaged in learning while maintaining distance from other peers and educators. To facilitate students' and educators' newly defined roles in online medical education settings, it is crucial to understand how students are actively motivated and engaged in learning. Hence, this study explored medical students' motivational regulation profiles and examined the effects of motivational regulation strategies (MRS) on cognitive learning and learning engagement for online learning. Data were collected after the end of the first semester in 2020 from a sample of 334 medical students enrolled at a public university school of medicine. Latent profile analysis indicated three subgroups with different motivational regulation profiles: the low-profile, medium-profile, and high-profile groups. Regarding different MRS patterns in the high-profile group, mastery self-talk, performance approach self-talk, and the self-consequating strategy appeared to be most applicable for regulating learners' motivation. Analysis of variance showed that the profile groups with higher levels of MRS use were connected to a higher willingness to use cognitive learning strategies and a higher degree of engagement in online learning. The findings of this study emphasize the use of specific sets of MRS to support learning motivation and the need to design effective self-regulated learning environments in online medical education settings.