Journal of Digital Convergence (디지털융복합연구)

The Society of Digital Policy and Management (한국디지털정책학회)
권호 표지
DOI QR코드

DOI QR Code

The Effects of Strategy of enhanced Metacognition on the Improvement of Creative Problem Solving Skills

메타인지 강화 전략이 창의적 문제 해결력 신장에 미치는 효과

  • 송주연 (경기대학교 교수학습개발센터) ;
  • 박지은 (대구대학교 기초교육대학)
  • Received : 2016.08.01
  • Accepted : 2017.07.20
  • Published : 2017.07.28
Download PDF
⟨ Previous Next ⟩

Abstract

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 developed self-questionnaire to enhance metacognition. To achieve this aim, a learning strategy enhancing metacognition was developed and applied to design a creative problem solving instruction program. The strategy was implemented to university students over 9 weeks. The same test was used in two groups. To analyze the data statistically, ANCOVA was used. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially identifying a problem, making hypothesis, and controlling of variables(p<.05). Also, the strategy contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis(p<.05). In addition, this strategy also helped students' metacognitive skills(p<.05). It was effective to improve thinking skills. It will contribute to improve convergence thinking skills.

본 연구는 메타인지 강화 수업 전략이 학생들의 창의적 사고력, 비판적 사고력, 메타인지 사고 활용능력에 미치는 효과를 알아보고자 하였다. 선행 연구 자료를 참고로 하여 메타인지 활성화를 위한 자기-질문지를 제작하고, 이를 활용하여 대학생용 메타인지 강화 창의적 문제 해결력 지향 수업 전략을 개발하였다. 그리고 대학교 1학년 학생을 대상으로 개발한 수업 전략을 9주간 실시하였다. 실험 집단과 통제 집단에 창의적 문제 해결력 검사지, 영역 독립 메타인지 검사지를 사용하였으며, 각 집단의 점수 차이가 통계적으로 유의미한지 알아보기 위하여 공변량 분석(ANCOVA)을 실시하였다. 그 결과 실험 집단 학생들의 창의적 사고력과 비판적 사고력이 유의미하게 신장되었다(p<.05). 창의적 사고력의 하위 문항 중에서는 문제 인식, 가설 설정, 변인 통제에 해당하는 문항에서 긍정적인 효과를 보였으며, 비판적 사고력의 하위 문항 중에서는 문제 인식, 가설 설정에 해당하는 문항에서 긍정적인 효과가 나타났다. 또한, 영역 독립 메타인지의 활용 능력에 있어서도 유의미한 신장을 보였다(p<.05). 메타인지 강화 전략은 사고력 신장에 효과적이었으며, 융합적사고력 향상에 기여할 수 있을 것이다.

Keywords

References

  1. Ministry of Education, Science and Technology, "2009 Revised National Curriculum of Science. Seoul, Daehan Textbook Publishing", 2009.
  2. Ministry of Education, Science and Technology, "The future of Korea with creative talent and advanced science and technology. 2011 Business Report", 2010.
  3. Y. C. Kim, "Creative Problem Solving: A Coach Guide for Teaching of Creativity. Seoul, kyoyookkwahaksa", 2006.
  4. S. G. Isaksen, D. J. Treffinger, "Creative problem solving: The basic course. Buffalo, NY: Brearly Limited", 1985.
  5. M. Csikszentmihalyi, J. W. Getzels, Creativity and problem finding in art. In T. E. Scott. The role of domain-specific knowledge in divergent thinking, Doctoral dissertation, University of California riverside, 1988.
  6. H. H. Kim, Y. H. Choi, "Effect of creativity instruction activities on academic motivation and career maturity of university students: Based on NFTM-TRIZ creativity education model." Journal of Digital Convergence, Vol. 13, No. 9, pp. 277-286, 2015. https://doi.org/10.14400/JDC.2015.13.9.277
  7. T. I. Lubart, Creativity. In R. J. Sternberg (Eds.), Thinking and problem solving, NY: Academic Press, 1994.
  8. A. E. Woolfolk, "Educational psychology (7th ed.). MA: Allyn & Bacon", 1998.
  9. J. P. Guilford, "Creativity." American Psychologist, Vol. 5, pp. 444-454, 1950. https://doi.org/10.1037/h0063487
  10. J. Getzels, P. Jackson, "Creativity and intelligence. NY: Wiley", 1962.
  11. K. K. Urban, "Recent trends in creativity: Research and theory Western Europe." European Journal of High Ability, Vol. 1, pp. 99-113, 1995.
  12. J. W. Park, "A suggestion of cognitive model of scientific creativity." Journal of the Korean Association for Research in Science Education, Vol. 24, No. 2, pp. 375-386, 2004.
  13. R. H. Ennis, "A logical basis for measuring critical thinking skills." Educational Leadership, Vol. 43, No. 2, pp. 44-48, 1985.
  14. S. M. Choi, "The analysis of the interrelationship between critical thinking and reflective problem-solving: Deweyan's approach." Philosophy of Education, Vol. 25, pp. 163-178, 2004.
  15. S. H. Park, "The effectiveness of learning community for the development of convergence of university students." Journal of Digital Convergence, Vol. 13, No. 9, pp. 29-37, 2015. https://doi.org/10.14400/JDC.2015.13.9.29
  16. N. S. Ha, S. Y. Pak, M. J. Lee, "A literature review (1996-2014) on critical thinking in korean nursing education for the era of convergence." Journal of Digital Convergence, Vol. 13, No. 9, pp. 341-349, 2015. https://doi.org/10.14400/JDC.2015.13.9.341
  17. M. A. Runco, Divergent thinking. In M. A. Runco & S. R. Pritzker (Eds.), Encyclopedia of creativity, San Diego, CA: Academic Press, 1999.
  18. J. E. Jacobs, S. G. Paris, "Children's metacognition about reading: Issues in Definition, Measurement, and Instruction." Educational Psychologist, Vol. 22, pp. 255-278. 1987. https://doi.org/10.1080/00461520.1987.9653052
  19. H. L. Swanson, "Influence of metacognitive knowledge and aptitude on problem solving." Journal of Educational Psychology, Vol. 82, pp. 306-314, 1990. https://doi.org/10.1037/0022-0663.82.2.306
  20. B. J. Zimmerman, "Becoming a self-regulated learner: An overview." Theory and Practice, Vol. 41, No. 2, pp. 64-72, 2002. https://doi.org/10.1207/s15430421tip4102_2
  21. Y. E. Kim, H. J. Lee, "A study on undergraduate students' self-growth experiences in a counseling skills training course." Journal of the Korea Convergence Society, Vol. 6, No. 5, pp. 315-328, 2015. https://doi.org/10.15207/JKCS.2015.6.5.315
  22. H. L. Roh, M. N. Choi, "A study about the convergent effects of team interaction and team metacognition affecting a continuous participation in learning community of university." Journal of Digital Convergence, Vol. 14, No. 4, pp. 69-78, 2016. https://doi.org/10.14400/JDC.2016.14.4.69
  23. J. H. Flavell, "Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry." American Psychologist, Vol. 34, No. 10, pp. 906-911, 1979. https://doi.org/10.1037/0003-066X.34.10.906
  24. A. H. Scheonfeld, What's all the fuss about metacognition?. In A. H. Schoenfeld(Ed), Cognitive science and mathematics education, Hillsdale, NJ: Lawrence Erlbaum, 1987.
  25. A. Brown, Metacognition, executive control, self-regulation, and mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding, NJ: Lawrence Erlbaum Associates, Inc, 1987.
  26. K. B. Ko, "The effects of cognitive monitoring learning strategy on students' academic achievement and metacognition in elementary science classes." Korea National University of Education, Doctoral Dissertation, 2005.
  27. J. W. Park, "The role of metacognition in the changes of basic concepts about relativity." Korea National University, Doctoral Dissertation, 1992.
  28. T. H. Noh, S. H. Jang, H. J. Lim, "The instructional influences of metacognitive learning strategies in elementary school science course." Journal of the Korean Association for Research in Science Education, Vol. 18, No. 2, pp. 172-182, 1998.
  29. E. J. Lee, "A study of direct teaching strategy of inquiry skills applying meta-cognition." Doctoral Dissertation, Ewha womans university, 2010.
  30. S. J. Kang, E. J. Kim, H. J. Shin, "Convergence study about problem-based learning and self-directed learning ability, problem solving skills, academic self-efficacy, motivation toward learning of nursing students." Journal of the Korea Convergence Society, Vol. 7, No. 2, pp. 33-41, 2016. https://doi.org/10.15207/JKCS.2016.7.2.033
  31. H. S. Jeong, "The effects of metacognitive learning strategies on achievement of elementary school students." Master thesis, Busan National University of Education, 2003.
  32. H. J. Lee, "The impact of the class meta-cognitive strategies applied science achievement and learning attitude." Master thesis, Busan National University of Education, 2013.
  33. I. S. Park, "Development and implementation of science programs enhancing creative problem solving applying meta-cognition." Doctoral Dissertation, Ewha womans university, 2010.
  34. H. D. Song, "Instructional design principles for enhancing creative problem solving skills." The Journal of Yeolin Education, Vol. 15, No. 3, pp. 55-73, 2007.
  35. M. Pressley, J. G. Borkowski, J. T. O′Sullivan, "Memory strategy instruction is made of this: Metamemory and durable strategy use." Educational Psychologist, Vol. 19, No. 2, pp. 94-107, 1984. https://doi.org/10.1080/00461528409529285
  36. D. I. Bang, J. E. Park, J. Y. Song, S. H. Kang, "The development of teaching strategy for the enhancement of the creative problem solving thinking skills through general chemistry laboratory and the effects of it's applications(I)." Journal of the Korean Chemical Society, Vol. 55, No. 2, pp. 290-303, 2011. https://doi.org/10.5012/jkcs.2011.55.2.290
  37. A. E. Lawson, "Science teaching and the development of thinking. Belmont. CA: Wadworth Publishing Company", 1995.
  38. S. H. Kang, "Assessment instruments and criteria of creative problem solving thinking skills in science education." Ewha womans university, seoul, 2010.
  39. W. Hu, P. Adey, "A scientific creativity test for secondary school student." International Journal of Science Education, Vol. 24, No. 4, pp. 389-403, 2002. https://doi.org/10.1080/09500690110098912
  40. R. A. Hargrove, J. L. Nietfeld, "The impact of metacognitive instruction on creative problem solving." The Journal of Experimental Education, Vol. 83, No. 3, pp. 291-318, 2015. https://doi.org/10.1080/00220973.2013.876604
  41. R. Paul, L. Elder, "Critical thinking: Learn the tools the best thinkers use. Concise Ed, NJ: Pearson Prentice Hall", 2006.
  42. S. H. Kang, "The relations of college students' critical thinking and metacognition to problem solving ability." Journal of The Korean Data Analysis Society, Vol. 15, No. 3, pp. 1693-1708, 2013.