• Journal of Engineering Education Research
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• v.18 no.5
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• pp.59-66
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• 2015

In the on-line pre-learning which is applied in this study, on line pre-learning, in-class, post-learning are circulated together in the same experiments. The on-line pre-learning has been tried to 136 students in A junior college in Seoul for 3 years. The effects of their self-regulated learning are as follows. First, the self-regulated learning ability has increased by 0.42 point. The point after the self-regulated learning and before it is 3.24 and 3.66 respectively. Second, cognitive regulation, motivational regulation and behavioral regulation have also increased. Out of them, cognitive control has increased the most. Metacognitive strategy is higher than cognitive strategy. In conclusion, the result shows that the on-line pre-learning is helpful to develop the self-regulated learning ability and it is also suitable to teaching-learning method for junior college.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.717-746
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• 2014

The study aimed to explore how to improve mathematical thinking through metacognitive learning by stressing metacognitive abilities as a core strategy to increase mathematical creativity and problem-solving abilities. Theoretical exploration was followed by an analysis of correlations between metacognitive abilities and various ways of mathematical thinking. Various metacognitive teaching and learning methods used by many teachers at school were integrated for sharing. Also, the methods of learning application and assessment of metacognitive thinking were explored. The results are as follows: First, metacognitive abilities were positively related to 'reasoning, communication, creative problem solving and commitment' with direct and indirect effects on mathematical thinking. Second, various megacognitive ability-applied teaching and learning methods had positive impacts on definitive areas such as 'anxiety over Mathematics, self-efficacy, learning habit, interest, confidence and trust' as well as cognitive areas such as 'learning performance, reasoning, problem solving, metacognitive ability, communication and expression', which is a result applicable to top, middle and low-performance students at primary and secondary education facilities. Third, 'metacognitive activities, metaproblem-solving process, personal strength and weakness management project, metacognitive notes, observation tables and metacognitive checklists' for metacognitive learning were suggested as alternatives to performance assessment covering problem-solving and thinking processes. Various metacognitive learning methods helped to improve creative and systemic problem solving and increase mathematical thinking. They did not only imitate uniform problem-solving methods suggested by a teacher but also induced direct experiences of mathematical thinking as well as adjustment and control of the thinking process. The study will help teachers recognize the importance of metacognition, devise and apply teaching or learning models for their teaching environments, improving students' metacognitive ability as well as mathematical and creative thinking.

• Journal of the Korea Society of Computer and Information
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• v.15 no.10
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• pp.183-190
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• 2010

The present study attempted to identify the metacognitive strategies used by L2 writers at the university level as well as their particular aspects which might influence the use of these strategies. Twenty-seven participants, all of whom were enrolled in an English course, were asked to write an expository essay and then complete a questionnaire which includes their beliefs and attitudes toward L2 writing experience and the metacognitive strategies during the writing process. It was found that even though inexpert writers knew and employed as many strategies as the expert counterparts did, they were unsuccessful in the quality of their texts. Simply possessing a repertoire of metacognitive strategies was not enough for successful L2 writing. The failure of the inexpert writers to apply these metacognitive strategies in an effective manner was influenced by affective factors such as anxiety, self-confidence, self-concept, etc. As a result of this study, a pedagogical implication is suggested.

• 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.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.154-165
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• 2002

The purpose of this study was to examine the effects of metastrategic exercise on a scientific reasoning strategy to control variables, and investigate the developmental patterns in the strategy usage within a given period. Two groups composed of 90 fifth grade students engaged in a scientific reasoning task over six daily sessions. Additionally, one group engaged in metastrategic exercise on fictional students' strategies of controlling variables on the task, while the other spent equivalent time on an unrelated task. Based upon results of the study, the following conclusions can be drawn. First, the metacognitive exercise on the strategy to control variables has positive and long-standing effects on the strategy performance at the reasoning task. The exercise also takes effect of near-transfer. Taking into consideration only about sixty minutes of metastrategic practice, the results provide the validity of the activity in order to develop children's reasoning strategies. Second, in a scientific reasoning task, each child seems to go through one out of two developmental patterns in their usage of reasoning strategies: gradual change or fundamental change. Considering the ratio of pattern of fundamental change between the two groups, it is clear that the metacognitive exercise influences the developmental pattern of strategy usage.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• 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.

• 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.

• Journal of the Korean School Mathematics Society
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• v.12 no.3
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• pp.291-305
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• 2009

The purpose of this article is to formulate the base that mathematical thinking power can be improved through activating the metacognitive ability of students in the math problem solving process. The guidance material for activating the metacognitive ability was devised based on a body of literature and various studies. Two high school students used it in their math problem solving process. They reported that their own mathematical thinking power was improved in this process. And they showed that the necessary strategies and procedures for math problem solving can be monitored and controled by analyzing their own metacognition in the mathematical thinking process. This result suggests that students' metacognition does play an important role in the mathematical thinking process.

• Journal of the Korean School Mathematics Society
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• v.17 no.4
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• pp.565-587
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• 2014

Self-Regulated Learning Strategy is a kind of learning strategy that learners could choose and apply metacognitive, cognitive, motivational, and behavioral strategy autonomically and could take an active part in the classes. The purpose of the study was to identify aspects of self-regulated learning strategy with mathematical journal writing. Mathematical journal was composed of 13 questions and each of factor had 1~2 questions. The results of the study have revealed that metacognitive strategies were identified as setting up learning goals, seeking problem solving strategies, reflective thinking and providing examples. Cognitive strategy was identified as understanding the structure among ideas, sequential ranking and key ideas. Motivational strategy was identified as satisfaction and anxiety for studies, confidence and frustration for next studies. There are implications for mathematics education that self-regulated learning strategy can be improved with mathematical journal writing and help students to study mathematics efficiently and successfully.