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NTIS 바로가기英才敎育硏究 = Journal of gifted/talented education, v.26 no.2, 2016년, pp.365 - 387
이성혜 (카이스트 과학영재교육연구원) , 채유정 (카이스트 과학영재교육연구원)
This study examined the effects of students'perceptions of classroom on self-regulatory strategy use, persistent intention, and achievement in an online Science gifted program. The sample included 434 middle and high school students who participated in the 3-months online gifted program. Participant...
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핵심어 | 질문 | 논문에서 추출한 답변 |
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자기조절학습이란? | 대표적으로 학습자의 수업에 대한 인식과 학습의 과정 변인인 자기조절학습의 관련성을 살펴보고자 한 연구들이 있다. 자기조절학습(self-regulated learning)은 학습과 관련하여 중요한 역할을 하는 변인으로, 학습자가 스스로 세운 목표를 달성하기 위하여 인지적, 동기적, 행동적으로 학습 과정에 적극적으로 참여하는 것을 말한다(Pintrich & De Groot, 1990; Zimmerman & Martines-Ponz, 1990). 자기조절학습의 하위 요소는 학습자가 학습과정에서 활용하는 자기조절 전략으로 구성되는데, 학습자가 학습과제를 기억하고 이해하기 위한 인지전략, 자신의 인지를 계획, 점검, 조절하기 위한 초인지전략, 학습을 성공적으로 수행하기 위해 노력과 시간, 학습 공간을 관리하고 학습에 필요한 도움을 구하는 행동조절전략 등을 포함한다. | |
학습자의 수업에 대한 인식은 다양한 수업의 결과 변인과 관련이 있는데, 이러한 변인들의 예는 무엇으로 연구되어 왔는가? | 또한, 학습자의 수업에 대한 인식은 다양한 수업의 결과 변인과 관련이 있는 것으로 나타났다. 예를 들어, 학습과제의 가치(중요도, 흥미도, 유용성)에 대한 인식, 난이도에 대한 인식 등은 학습자의 성취와 관련이 있는 주요 변인으로 연구되어 왔다(류지헌, 2009; 박중길, 2012; Bong, 2001; Britner & Pajares, 2001; Wigfield & Eccles, 2000; Zhu, Chen, Ennis, Sun, Hopple, Bonello, Bae, & Kim, 2009). | |
자기조절학습의 하위 요소는 어떻게 구성되며, 어떤 전략들을 포함하는가? | 자기조절학습(self-regulated learning)은 학습과 관련하여 중요한 역할을 하는 변인으로, 학습자가 스스로 세운 목표를 달성하기 위하여 인지적, 동기적, 행동적으로 학습 과정에 적극적으로 참여하는 것을 말한다(Pintrich & De Groot, 1990; Zimmerman & Martines-Ponz, 1990). 자기조절학습의 하위 요소는 학습자가 학습과정에서 활용하는 자기조절 전략으로 구성되는데, 학습자가 학습과제를 기억하고 이해하기 위한 인지전략, 자신의 인지를 계획, 점검, 조절하기 위한 초인지전략, 학습을 성공적으로 수행하기 위해 노력과 시간, 학습 공간을 관리하고 학습에 필요한 도움을 구하는 행동조절전략 등을 포함한다. 자기조절학습의 관점에서 보면 수업에서 학습자들은 수업 경험을 각각 다르게 인식하며 이러한 인식의 차이가 학습자간의 인지전략과 초인지전략 활용과 같은 자기조절전략 활용의 차이를 만든다. |
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