• Education of Primary School Mathematics
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• v.2 no.1
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• pp.3-13
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• 1998

In mathematics education we have focused on how to improve the problem-solving ability, which makes its way to the new direction with the introduction of meta-cognition. As meta-cognition is based on cognitive activity of learners and concerned about internal properties, we may find a more effective way to generate learners problem-solving power. Its means that learners can regulate cognitive process according to their gorls of learning by themselves. Moreover, they are expected to make active participation through this process. If specific meta problems designed to develop meta-cognition are offered, learners are able to work alone by means of their own cognition and regulation while solving problems. They can transfer meta-cognition to the other subjects as well as mathematics. The studies on meta-cognition conducted so far may be divided into these three types. First in Flavell(［3］) meta-cognition is defined as the matter of being conscious of one's own cognition, that is, recognizing cognition. He conducted an experiment with presschoolers and children who just entered primary school and concluded that their cognition may be described as general stage that can not link to specific situation in line with Piaget. Second, Brown(［1］, ［2］) and others argued that meta-cognition means control and regulation of one's own cognition and tried to apply such concept to classrooms. He tried to fined out the strategies used by intelligent students and teach such types of activity to other students. Third, Merleary-Ponty (1962) claimed that meta-cognition is children's way of understanding phenomena or objects. They worked on what would come out in children's cognition responding to their surrounding world. In this paper following the model of meta-cognition produced by Lester (［7］) based on such ideas, we develop types of meta-cognition. In the process of meta-cognition, the meta-cognition working for it is to be intentionally developed and to help unskilled students conduct meta-cognition. When meta-cognition is disciplined through meta problems, their problem-solving power will provide more refined methods for the given problems through autonomous meta-cognitive activity without any further meta problems.

• International Journal of Advanced Culture Technology
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• v.6 no.1
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• pp.8-14
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• 2018

Meta-cognition is the knowledge and cognition of cognitive phenomena, including the control of ones own memory, comprehension, and thought processes. Meta-cognition is similar to self-awareness, which is the understanding of oneself, and affects people's attitudes and behaviors. This study demonstrated the mediating effect of meta-cognition between internal locus of control and self-efficacy. Internal locus of control refers to the steady faith that any outcome is related to one's own efforts. Self-efficacy is a collection of personal strong belief that one individual can achieve his or her own goals. In this study, if a person has a tendency to adopt an internal locus of control, meta-cognition is improved, and self-efficacy can in turn be increased if meta-cognition is improved. This study conducted an empirical analysis through questionnaires conducted on 260 university students. The results of the research demonstrated that there is a highly positive correlation between meta-cognition, control position, and self-efficacy. In addition, this study emphasized that positive meta-cognition with internal locus of control can lead to positive attitudes and behaviors, and positive results.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.131-150
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• 2010

This research was planned to analyze the students' science writing tendencies according to the level of meta-cognition for using as materials of selection of gifted students. To get results, meta-cognition writing tests which measured critical thinking ability and problem solving ability were developed, and the students' the level of meta-cognition was measured. Thereafter We analyzed the students' science writing tendencies in accordance with the level of meta-cognition through the science writing with meta-cognition task(the main theme are expectation; explanation; claim; criticism; imagination), and found out the students' ability of science writing was different with the level of meta-cognition. Students with the low level meta-cognition did not represent their thinking well, but students with the high level meta-cognition were try to upgrade their writing through highly concentration and perceiving theirs writing mistakes. As this results, science writing is useful as materials of selection of gifted students.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.430-439
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• 2016

Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

• 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.

• 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.

• Journal of Korean society of Dental Hygiene
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• v.20 no.2
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• pp.221-232
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• 2020

Objectives: The aim of this study was to suggest a method for training students majoring in dental hygiene with a sense of professionalism by identifying meta-cognition, efficient learning strategies, and self-directedness necessary to become a spontaneous, self-controlled learner. Methods: A survey was conducted on 316 students majoring in dental hygiene, and collected data were analyzed using SPSS, version 23.0. A post-hoc analysis was performed using descriptive statistics, t-test, analysis of variance, and Duncan's multiple range test, and Pearson's correlation coefficient was used to assess the relationship among meta-cognition, learning strategy, and self-directedness. Results: The meta-cognition, learning strategy, and self-directedness scores of students majoring in dental hygiene were 3.25, 3.08, and 3.12, respectively. Meta-cognition was significant because the grade was lower, and the previous semester grade and major satisfaction were higher. Learning strategy was significant because the previous semester grade and major satisfaction were higher among general high school students. Self-directedness was significantly low in students whose self-conviction score was below 2.0 in terms of the previous semester grade and significantly high with high self-satisfaction. Conclusions: Instructors at the dental hygiene department should acknowledge the importance of meta-cognition, find various teaching methods to improve learning strategy, and encourage students to participate in class by enhancing self-directedness in learning.

• The Journal of Korean Academic Society of Nursing Education
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• v.18 no.2
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• pp.323-331
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• 2012

Purpose: Level of meta-cognition of students has been regarded as one of the crucial factors on web-based learning. This study aimed to describe interaction type in small group discussion of the nursing graduate students and to investigate learning consequences and interaction types in group discussion on meta-cognition level. Method: Twenty six graduate nursing students attending the class on-line at the K university in Seoul were included in the study. We measured their meta-cognition level and learning attitude. We also scored their individual and group reports as well as analyzed interaction type by reviewing the dialogue of the group discussion. Results: The participants showed low frequency of exploratory interaction and high frequency of integrative interaction in the cognitive interaction category. They showed frequent modification interaction in the meta-cognitive interaction category. Interestingly, the students with lower level of meta-cognition achieved significantly greater scores in the individual assignments. High functioning group consisting of the students with high meta-cognitive level produced greater group report. Conclusion: A new strategy is needed to encourage in-depth interaction in a group discussion of nursing students. Meta-cognitive level of the students should be considered to form a small group for discussion in order to improve group activities.

• 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 Fisheries and Marine Sciences Education
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• v.28 no.4
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• pp.1133-1142
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• 2016

The purpose of this study was to verify the effects of science classes using abductive strategies on the scientific concept understanding and meta-cognition. The subjects included two classes of sixth graders from K Elementary School in B Metropolitan City and they divided into two groups. Research group was composed of 21 students(10 boys, 11 girls) and comparative group was composed of 21 students(11 boys, 10 girls). In order to achieve aims of this study, proper contents to apply abductive strategies were selected from the first semester science curriculum for sixth graders. Also five-steps study papers were designed to elicit abductive reasoning. While the research group received 20 times of reframed science lessons using abductive strategies, the comparative group received common science lessons according to the teachers' manual. The results of this study are as follows. First, science classes using abductive strategies were effective for the scientific concept understanding. Also there were statistically significant differences between the research group and the comparative group in overall science sub-domain. In the process of hypothesis formulating, students tried to find out scientific causes thoroughly to present the optimal explanation and they concentrated on the analysis of each scientific concept. It is thought that this process contributed to better understanding in scientific concepts. Second, science classes using abductive strategies were effective for improving meta-cognition. There were statistically significant differences between the two groups and especially in monitoring that is one of sub-factors of meta-cognition. It indicates that hypothesis formulating process gave positive effect on meta-cognition by stimulating critical thinking and manifesting elaboration.