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NTIS 바로가기디지털융복합연구 = Journal of digital convergence, v.15 no.7, 2017년, pp.1 - 12
송주연 (경기대학교 교수학습개발센터) , 박지은 (대구대학교 기초교육대학)
The purpose of the study was to develop a teaching strategy using metacognition and to investigate its effects on enhancing students' creative problem solving skills (i.e. creative thinking skills and critical thinking skills), metacognitive skills. With reference to previous studies, the researcher...
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핵심어 | 질문 | 논문에서 추출한 답변 |
---|---|---|
메타인지를 강화한 창의적 문제 해결력 수업 전략의 효과를 검증하기 위한 연구 문제는 무엇이 있는가? | 첫째, 메타인지 강화 창의적 문제 해결력 수업을 통해 창의적 사고력이 향상되었는가? 둘째, 메타인지 강화 창의적 문제 해결력 수업을 통해 비판적 사고력이 향상되었는가? 셋째, 메타인지 강화 창의적 문제 해결력 수업을 통해 메타인지 사고 활용 능력이 향상되었는가? | |
메타인지적 지식은 무엇인가? | 메타인지적 지식은 진술 가능한 정적인 지식이나 과제 수행 과정이나 결과에 영향을 미칠 수 있는 개인의 지식을 의미하며, 이것은 학습에서 메타인지 역할을 설명할 때 도움을 줄 수 있다[23,25]. 메타인지적 경험은 인지적 과제를 수행하는 과정에서 발생할 수 있는 인지적 또는 감정적 경험을 의미하며, 이것을 통해 설정한 목표에 도달했는지, 아직 미치지 못했는지 느낄 수 있고, 과제를 수행하는 전 과정에서 나타날 수 있다. | |
메타인지를 구성하는 요소들을 어떻게 구분하는가? | 메타인지에 대한 정의가 다양한 것처럼 학자들마다 메타인지를 분류하는 기준도 다양하게 제시한다. 메타인지를 구성하는 요소들을 Flavell(1979)은 메타인지적 지식과 메타인지적 경험으로 구분하여 설명하고[23], Scheonfeld(1987)는 자신의 사고 과정에 대한 지식, 자기 조절 또는 자기 통제, 신념과 직관이라는 세 영역으로 구분하였다[24]. 또한, Brown(1987)은 메타인지를 두 개의 영역으로 세분화하였는데, 인지에 관한 지식과 인지에 관한 조절이다[25]. |
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