• School Mathematics
• /
• v.6 no.2
• /
• pp.153-179
• /
• 2004

In this article, we classify the middleschool students' mathematical modeling activities with three types as following: perceptive activity, cognitive activity, and metacognitive activity. And we research model development process through the interaction of perceptive, cognitive, and metacognitive activities. We report three results of our case study as following: First, students understanded the context of the modeling tasks on the base of their own experience and constructed the tasks with perceptive activity operating tool. Second, students developed various models with reorganizing cognitive activity which think and reason about perceptive activity-based model. Third, students were able to create generalizable and reusable models through metacognitive activities. This study revealed that the possible contribution of modeling activity as following. Students are able to understand abstractive mathematical knowledge as connecting between realistic activity and abstractive activity.

• Journal of Educational Research in Mathematics
• /
• v.14 no.4
• /
• pp.403-419
• /
• 2004

The perspective on this study assumes that the mathematical modeling activity provides students with the environment which promotes metacognitive thinking. The purposes of this paper are to investigate metacognitive thinking on the mathematical modeling with the result of case study. The study revealed that development of students' model was accompanied with the control and monitoring of modeling activities. Also students refined the model by self-assessment and peer-assessment in small group modeling activities and developed generalizable model.

• Journal of Science Education
• /
• v.40 no.1
• /
• pp.17-30
• /
• 2016

The purpose of this study was to investigate the effects of problem solving activities of STEAM program on metacognition of middle school students. The subject was 63 middle school students. This study was designed single group pre-posttest. A single-group t-test was performed for analyzing difference between the pre-post test on metacognition. In the result of this study, there was significant difference between pretest and posttest on middle school students' metacognition. Also there was significant difference on metacognitive knowledge and metacognitive regulation. The analysis on the subelements of metacognition showed significant difference between pretest and posttest. The multiple regression analysis to investigate the relation of sub-elements of metacognition was performed in this study. The result of the analysis showed high explanatory power among metacognition subelements. This result suggests that the problem solving activities of STEAM program can have a positive effect in promoting metacognition. of the learner.

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

• 한국정보교육학회:학술대회논문집
• /
• 2005.08a
• /
• pp.377-384
• /
• 2005

메타인지는 자신의 인지와 학습활동에 대한 지식과 통제활동의 의미로 사용되었으며, 메타인지 지식은 자기 자신의 인지과정에 대하여 스스로 알고 있는 지식을 의미하고, 메타인지적 기능인 자기 조정능력은 학습활동을 스스로 조정하고 통제하면서 학습을 수행하는 능력을 말한다. 학습정보를 제공하는 피드백이 학습자의 학업성취도를 높인다는 연구들은 교수 학습의 과정에서 피드백이 학습효과를 높이고 학업성취도를 증가시키는데 공헌할 수 있다고 밝히고 있다. 이러한 메타인지와 피드백에 관한 선행연구들을 바탕으로 웹을 기반으로 한 프로젝트 학습에서 학습자의 베타인지 수준에 따라 효과적으로 활용할 수 있는 피드백 유형이 필요함을 제안한다.

• Journal of the Korean association of regional geographers
• /
• v.11 no.2
• /
• pp.263-277
• /
• 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.

• The Mathematical Education
• /
• v.58 no.4
• /
• pp.519-530
• /
• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of The Korean Association For Science Education
• /
• v.24 no.6
• /
• pp.1063-1069
• /
• 2004

This study investigated the effects of grouping method in solving chemistry problems using Think-Aloud Paired Problem Solving (TAPPS). Three classes (125 students) of a co-ed high school in Seoul were randomly assigned to the control, the homogeneous TAPPS, and the heterogeneous TAPPS groups. Prior to the instructions, a test of awareness of metacognition was administered. In the treatment groups, students were grouped into either homogeneous or heterogeneous group on the basis of their pre-achievement levels, and worked in pairs on chemistry problems about chemical equation and stoichiometry. Students' analytical skill, problem solving ability, and awareness of metacognition were examined after the instructions. One-way ANCOVA results indicated that the scores of the homogeneous TAPPS group in the analytical skill test were significantly higher than those of the heterogeneous TAPPS group. However, there were no significant differences among the three groups in the problem solving ability and the awareness of metacognition.

• Journal of the Korea Convergence Society
• /
• v.9 no.7
• /
• pp.301-308
• /
• 2018

The study conducted a meta analysis to identify the effects of physical activity programs for the elderly with disabilities. The 14 out of 177 studies, fulfilled the process and requirement, were selected for the Hedges'g, funnel plot, forest plot, Egger's regression test, trim-and-fill, fail-safe N. There were three conclusions based on the results. First, the physical activity was effective for the elderly with disabilities and showed good effects on the psychomotor, cognitive, and affective domains. Second, the physical activity programs of fundamental exercise skill, game and sport, and fitness exercise showed positive effects on the psychomotor, cognitive, and affective domains in the elderly with disabilities. Third, the fundamental exercise skill for the psychomotor domain, the game and sport for the cognitive domain, and the fitness exercise for the affective domain were the most effective for the elderly with disabilities.

• School Mathematics
• /
• v.6 no.4
• /
• pp.389-409
• /
• 2004

This article presents a case study in which three middle school students developed models in modeling activity using a tool. We research the interaction of model development process and the activities operating a tool in the modeling. And we investigate whether students are able to create generalizable model, after a tool mediates students' thought process and students internalize the perceptive activity operating a tool. The analysis of our case study led to three results. First, as students were able to integrate perceptive activity operating a tool and cognitive activity, they reasoned about the relationships among changing quantities and developed the model. Second, students corrected and refined developed models with reflecting the perceptive activity operating a tool. Third, as students internalized perceptive activity, students were able to create generalizable model, which is a graph of height as a function of the amount of water that's in the beaker.