• Title/Summary/Keyword: meta-thinking

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The Effect of a Programming Class Using Scratch (스크래치를 이용한 프로그래밍 수업 효과)

  • Cho, Seong-Hwan;Song, Jeong-Beom;Kim, Seong-Sik;Paik, Seoung-Hey
    • Journal of The Korean Association of Information Education
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    • v.12 no.4
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    • pp.375-384
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    • 2008
  • Computer programming has educational effect on improving high-level thinking abilities. However, students initially have to spend too much effort in learning the basic grammar and the usage model of programming languages, which negatively affects their eagerness in learning. To remedy this problem, we propose to apply the Scratch to a Game Developing Programming Class; Scratch is an easy-to-learn and intuitive Educational Programming Language (EPL) that helps improving the Meta-cognition and Self-efficacy of middle school students. Also we used the Demonstration-Practice instruction model with self-questioning method for activating the Meta-cognition. In summary, a game developing programming class using Scratch was shown to significantly improve the Meta-cognition of middle school students. However it was shown to insignificantly improve the Self-efficacy of girl students group.

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A Study on the Meta Search System and the Curriculum-oriented Directory System for Youth in Science (청소년 대상 과학분야 메타검색시스템과 교과별 디렉토리시스템 연구)

  • Kwak, Seung-Jin
    • Journal of the Korean Society for Library and Information Science
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    • v.38 no.2
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    • pp.189-212
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    • 2004
  • The purpose of this study is to design the meta search system and the curriculum-oriented directory system for youth in science and to prove the efficiency of the systems through evaluating the usability. To attain the purpose of this study, both of the quality and quantity research method were used and questionnaire, interview. observation, thinking aloud method were used to collect a data for research. The result of this study is that the meta search system supplying convenient information use environment about the distributed information sources has higher usability than the individual search system. And the curriculum-oriented directory system supplying accessibility related with the class has higher usability than the subject-oriented directory system.

Development and Application of the Learning Program for Improving Problem Solving Ability through Stimulation of Reflective Thinking (문제 해결력 향상을 위한 반성적 사고 촉진 교수 학습 프로그램의 개발 및 적용)

  • Choi, Ji Youn;Jhun, Youngseok
    • Journal of Korean Elementary Science Education
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    • v.32 no.1
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    • pp.104-112
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    • 2013
  • We examined the strategies to stimulate the reflective thinking using science notebook for the improvement of problem solving ability which is one of the core skills for the future. The strategies we derived have four steps which are input, output, solving mission and reflection as my own mirror. We applied the strategies to the 6th grade class for autumn semester in order to examine the students learning process and the result. We could observe that students looked into their own learning and had a time to look back their activities in the class. We could also confirmed that science notebook would be effective to improve the problem solving as stimulating the reflective thinking. In addition, we could specify the strategy of using science notebook in the class. At a 'input' stage, students should be able to choose their own learning style as their preference and teacher need to give them proper feedback. Interaction with peers should be emphasized during the activities as 'question attack' and 'question defense' in 'output' stage and 'solving mission' stage. You should suggest the students various method to record their thought from looking back their classroom activities instead of mere writing. We also examine the students achievement from the students' notebook and Meta Cognitive Awareness test. As a result, students who had studied using science notebook showed statistically meaningful higher achievement than controlled students.

The Comparison of Students Grade Level on the Integrated Learning Program for Mathematical Problem Solving using EPL (EPL을 활용한 수학문제해결 통합교육프로그램의 학년 수준 비교)

  • Han, Seon-Kwan;Kim, Soo-Hwan
    • Journal of The Korean Association of Information Education
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    • v.14 no.3
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    • pp.311-318
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    • 2010
  • In this paper, we proposed the integrated education program of informatics and math for solving problem using EPL. We applied a integrated math curriculum with EPL and analyzed mathematical thinking and attitude to the 3rd and 5th students. We used mathematical thinking test, mathematical attitude test and interview through student review. We also analyzed data of observers who are elementary school teachers. The results of test are as follows; First, we found effective points of meta-cognition and visualization of thought in solving the mathematical problem using Scratch. Second, mathematical thinking and attitude showed the result that 3rd grade students are more increased than 5th grade students in pre and post t-test of the mathematical. Consequently, we expect that the integrated education program of informatics and math using EPL can be applied to solve problem in math effectively.

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A Study on the Stylistic Expression of Late 20th Century Interior Design (현대(現代) 후기(後期) 실내디자인의 표현성(表現性))

  • Lee Choon-Sub
    • Journal of Science of Art and Design
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    • v.1
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    • pp.189-226
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    • 1999
  • The purpose of this paper is to examine the common characteristics of late 20th century interior design style and the post-modern thinking system. A period has its own predominant spirit which determine the tendency of art, and the ubiquitous power in the spirit decides the period's pattern of art. Therefore the interior design style belongs to general art sphere that has its own individual character derived from the dominant power of the controlling system. Paying special attention to this understanding, the auther has processed this paper by combining the post-modem thinking with special characteristics of each of the 20th century interior design style. Until now, researches have been focused on the individual style of post-modern design; however, a general research comprising the whole characteristics of expression has not been made. Accordingly, the rationale of emphasizing the general point of view is establshed. Also, this study suggests a model applicable to studies concerning other art area. This type of methodology is receving more attention as an approach investigating new art ideology for researching post-modern thinking and late 20th century art styles. The conclusions are as follows: First, the distinctive expressions of postmodernism appear to be characteristic of illusion, metaphor, pluralism, decoration, and symmetry, Those of late modernism appear to be the characteristic of complicated simplicity and symplified complexity, passiveness of symbolism and harmony, indeterminacy of form and space, and unintentional decorativeness. And the characteristics of deconstructionism are spatial difference and temporal defferal, and un-reductive and non formal abstractiveness of the space, unfinishness, chance, and secretiveness of individual style. Second, the disinctive expression seems to share common characteristics with postmodern thinking. The best examples are pluralism, non-formalism, populism, and historicism, originating from the deconstruction of 'meta-narrative'. Third, based on the second conclusion, general distinctive expression could be simplified as chacteristics of plurality, hybridity, and indeterminacy. These expressive chacteristics appear to be automatically connected with general postmodern thinking. Last, in consideration of the above conclusion, the extreme generality could be distinctively clarified as 'textural co-exsistence'. Accordingly, the author might confirm that 'textural co-existence' originated from the text that comes from postmodern thinking. In conclusion, design expression of late 20th century interior design accepts the ?universal theme of ubiquitous postmodern thinking. And universal expressions and supreme generality can be common analysis tools for understanding and studying complicated late 20th century interior design.

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A Meta-analysis of Related Factors Depression of Korea University Student (한국 대학생의 우울 관련 요인에 대한 메타분석)

  • Jeon, Byoung-Jin;Song, Bo-Kyong;Ko, Koung-Min;Kim, Ji-Yoon;Park, Sang-Eun;Yu, Yi-Seul;Lee, Du-Ri;Choi, Young-Ju
    • The Journal of Korean society of community based occupational therapy
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    • v.5 no.2
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    • pp.43-55
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    • 2015
  • Objective : This study was a meta-analysis of previous studies to examine the integration of related factors depression University students of Korea, and to determine the relative importance among the relevant factors based on it. Methods : 2000-2014 papers posted on the National Science and Technology Information Center (NDSL), Nurimedia (DBpia), Academic Research Information Service (RISS), Korea Research Information(KISS), provide the text of the Library of Congress were collected using the service. The Key words a 'University Student', 'Depression', 'Depression Factors' was used. Used the Down & Black level, evidence-based checklist was developed by the research (1998) (checklist) had analyzed the selected document metadata to assess the quality. Results : 47-studies selected research groups are divided into five factors(self-esteem, suicidal ideation, positive thinking, stresses, Internet and smartphone addiction). Using meta-analysis, we analyzed the effect sizes, statistical heterogeneity and publication amenities. As a result, the self-esteem of the five factors were not found heterogeneity. Effect size is a self-esteem and suicidal ideation "large effect size", positive thinking and stress "medium effect size", internet and smart phone addiction"small effect size". Conclusion : Self-esteem and suicidal ideation are among the factors associated with depression in University students of Korea was found that the most relevant. It identified the factors associated with depression in college students, and could utilized as basis for the prevention of depression.

Differences in Learning Strategies for High School Students by Cluster Type of Hope (고등학생의 희망 군집유형별 학습전략의 차이)

  • Kim, Jin-Cheol;Jang, Bong Seok
    • Journal of Industrial Convergence
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    • v.18 no.3
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    • pp.1-6
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    • 2020
  • The purpose of this study is to theoretically understand hope theory suggested by Snyder and confirm its utility in the school settings. We analyzed the survey data responded by general high school students to find clustering types of hope and mean difference of learning strategies by each type through ANOVA. Results are as follows. First, hope by cluster analysis resulted in four types. Second, hope and learning strategy showed statistically positive correlation. Especially two sub-variables of hope and meta-cognition had highest correlation. Researchers suggested the direction of a future study to investigate structural relation among hope profile, student achievement, adjustment, and etc.

The Effect of an Enhancing Program for Variable Control Abilities Applied to the Science Education in Middle School (중학교 과학교육에서 변인통제 능력 향상 프로그램 적용 효과)

  • Kim, Hee-Jin;Kim, Hee-Soo
    • Journal of Science Education
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    • v.36 no.2
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    • pp.251-262
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    • 2012
  • In this study, we develop 15 learning programs to enhance the variable identification and control abilities for the middle school students and analyze the effect of the programs applied to the class. To increase the learning effect of the variable identification and control abilities, we design the programs so that the students can monitor their thinking processes and also they can evaluate the results from their cognitive activities objectively. We analyze the effect of the programs applied to the class and the results show that the test group, which uses the program, marks higher scores in the variable identification abilities compared to the control group. Also, the test group has the increased level of logic to control the variables. Especially, the effect is higher with the students who do not have any logic to control the variables. From the results, we know that it is possible to improve the variable identification and control abilities of the students through the meta-cognitive learning programs developed by us. Furthermore, the results show that the score of variable control abilities positively correlate with that of meta-cognitive level. It means that the meta-cognitive strategy meaningfully increases the variable control abilities of middle school students.

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A Meta-Analysis on the Effects of Educational Programming Language (교육용프로그래밍언어의 효과에 관한 메타분석)

  • Jin, Young-Hak;Kim, Yung-Sik
    • The Journal of Korean Association of Computer Education
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    • v.14 no.3
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    • pp.25-36
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    • 2011
  • The purpose of this study was to analyze the effects of educational programming language(EPL) using the meta-analysis method. In order to achieve the purpose of this study, t-test and F-test were performed for the effect size differences between the variables. The results of the study were as follows: First, EPL turned out to be highly effective in improving learning effects. The total mean of effect size was as big as 1.01 and the value of $U_3$ was 84.38%. EPL increased the learning effect by 34.38% compared with the control group. Second, the moderator variables such as subject, publication type, and learner's school age there was no statistically significant differences. By designing the experiment nonequivalent control group pretest-posttest design showed statistically significant effect size compared with single group pretest-posttest design. Third, the mean effect sizes of the dependent variables were as follows: Creativity 1.90, problem solving ability 1.25, logical thinking ability 1.18, learning motivation 0.81, and achievement 0.59. EPL showed positive effect than traditional teaching and learning method comprehensively.

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Meta-Analysis of Effects of Self-directed and Self-regulated Learning Programs on the Cognitive and Affective Domains of Math (자기주도학습과 자기조절학습 프로그램이 수학의 인지적 영역과 정의적 영역에 주는 효과에 대한 메타분석)

  • Ko, Ho Kyoung;Kim, Hyoungsik;Son, Bokeun;Son, Jeong-Im;Ee, Jihye;Lee, Hyoungju
    • The Mathematical Education
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    • v.55 no.3
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    • pp.357-382
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    • 2016
  • The purpose of this study was to report the effects of self-directed and self-regulated learning programs on elementary, middle, and high school students through meta-analysis of previous studies. For this research, 22 of previous studies were selected which were all conducted in the country, and calculated the effect size of 'standardized change of the mean difference' for many factors included in each research. The findings were as follows: first, the overall effect sizes of self-directed and self-regulated learning programs on elementary, middle, and high school students were .665 and .702 in the affective and cognitive domain, respectively, meaning that the self-directed and self-regulated learning programs had average or greater effects on elementary, middle, and high school students and exerted somewhat greater effects in the cognitive domain. Second, when the areas of moderating effects were divided into self-directed and self-regulated learning, the former and latter had more influences on the cognitive and affective domains, respectively. Third, the elementary school level recorded a larger effect size both in the affective and cognitive domains than the secondary school level. Fourth, the findings show that the characteristics of affective domain, "reflective thinking" and "self-confidence," recorded a very large effect size both at the elementary and secondary school levels. Finally, the programs were more effective when the application period was one to four weeks in the affective domain and more than four weeks in the cognitive domain. And, Significance and implications of this research were discussed.