• Journal of Digital Convergence
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• v.15 no.7
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• pp.1-12
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• 2017

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.

• Korean Journal of Child Studies
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• v.26 no.5
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• pp.281-295
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• 2005

The study investigated cognitive and creative characteristics related to creative problem solving of intellectually gifted and average children. Fourth and 6th graders from elementary schools in I and B cities and gifted classes in K and I cities were administered the KEDI group IQ test and categorized into gifted(above IQ 125) and average(IQ 90-109) groups. A total of 371 children were selected through this procedure and were tested on formal operational tasks, general metacognitive knowledge, creativity characteristics scales, and creative problem solving tasks. Gifted children were superior to average children on all cognitive and creativity characteristics. For the gifted, grade and metacognition were significant predictors of creative problem solving in the verbal area, and all cognitive and creativity characteristics were significant predictors in the math area. For the average children, grade and metacognition were significant predictors of creative problem solving in the verbal area, and only grade was a significant predictor in the math area.

• English Language & Literature Teaching
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• v.17 no.3
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• pp.27-56
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• 2011

The analysis on the use of lexical discovery and consolidation strategies that have been researched within the area of vocabulary learning strategies (VLS) have not sufficiently drawn the interest of EFL practitioners with regard to vocational high school learners. The results, however, are expected to have implications for the design of vocabulary tasks and instructional materials for EFL learners. The present study investigates EFL vocational high school learners' use of lexical discovery and consolidation strategies with questionnaires, where the use of the learners' lexical discovery strategies were further validated with the think-aloud methodology by asking samples of proficient and less proficient learners to report on their reading process while reading L2 texts that had not been exposed to the learners. The results indicated that there were significant differences between the two groups of learners in the employment of 11 of the strategies which were in the categories of determination, social, memory, and metacognitive strategies, but not for cognitive strategies. The pattern of strategies indicated that different lexical discovery and consolidation strategies were employed relatively more by one proficiency group than another. The study suggests some implications for how strategy-based instruction can be implemented in EFL classrooms.

• English Language & Literature Teaching
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• v.12 no.3
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• pp.25-49
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• 2006

Though a large amount of research concerning listening strategies has been conducted, the strategic behaviors of younger students in this area have received less attention. This study is a follow up study of an earlier case study by the author (2006). The purpose of this study is to verify what listening strategies Korean elementary learners use in a general L2 listening situation. 213 elementary students participated in this study, and a listening strategy questionnaire was used. ANOVA, MANOVA, Correlation and Multiple Regression Analysis were used to interpret the data. The results of this study reveal that younger participants used all four types of listening strategies, cognitive, compensation, metacognitive and affective, fairly often; however, the results also show that they differ in how frequently they use each strategy according to their listening proficiency. Overall, highly proficient learners use more strategies compared to less proficient learners. High proficiency learners use compensation strategies most and cognitive strategies least. Low proficient learners use affective strategies most and compensation strategies least. Moreover, the results showed no significant grade- or gender-related strategic behaviors, and also showed that L2 listening proficiency can be a significant predictor of strategic behavior of young learners. 12% of the variance in L2 strategic behaviors was attributable to L2 listening proficiency.

• The Journal of Korean Association of Computer Education
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• v.20 no.5
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• pp.61-68
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• 2017

The purpose of this study is to develop and validate the effects of the software education contents for enhancing metacognition of the cognitive issues that improve the creative problem solving ability. The experimental group was taught by entry programming class using the software education contents developed in this study while the control group was taught by traditional method for entry programming. To confirm the changes of two groups, metacognitive post t-test was performed and compared with pre t-test results. The analysis result of the post t-test showed the following: There are statistically significant differences between the experimental group and the control group at a significance level of 0.05 for the interest of the experimental group. Therefore it was confirmed that the programming classes using software contents is effective in improving the metacognition of students.

• Korean Journal of Childcare and Education
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• v.12 no.2
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• pp.113-125
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• 2016

This study examined the effects of constructivist educational beliefs and self-regulated learning skills of children on teacher professional development. The study was conducted by sampling 273 teachers. Three kinds of variables, which included constructivist educational beliefs, self-regulated learning ability, and professional development level were measured and analyzed for this study. The results were as follows. First, early childhood teachers beliefs of constructivist education, self-regulated learning ability and professional development were found to be higher than average. Second, the professional development of early childhood teachers is shown to be correlated with constructivist educational beliefs and self-regulated learning ability. When constructivist educational beliefs and self-regulated learning ability scores increases, the professional development score is high. Third, metacognitive strategies, cognitive strategies and constructivist educational beliefs are factors that predict the professional development of early childhood teachers. According to results of this study, it suggests that constructivist educational beliefs and self-regulated learning ability are important factors to be addressed.

• Research in Mathematical Education
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• v.19 no.1
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• pp.19-41
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• 2015

Previous studies indicated that students tended to hold less satisfactory beliefs about the discipline of mathematics, beliefs about themselves as learners of mathematics, and beliefs about mathematics teaching and learning. However, only a few studies had developed curricular interventions to change students' beliefs. This study aimed to examine the effect of a problem-solving curriculum (i.e., Mathematical Problem Solving for Everyone, MProSE) on Singaporean Grade 7 students' beliefs about mathematical problem solving (MPS). Four classes (n =142) were engaged in ten lessons with each comprising four stages: understand the problem, devise a plan, carry out the plan, and look back. Heuristics and metacognitive control were emphasized during students' problem solving activities. Results indicated that the MProSE curriculum enabled some students to develop more satisfactory beliefs about MPS. Further path analysis showed that students' attitudes towards the MProSE curriculum are important predictors for their beliefs.

• Research in Mathematical Education
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• v.19 no.1
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• pp.81-88
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• 2015

This study used a posttest control group design and to find out differences between students' self-regulated learning strategies in traditional and non-traditional classroom. To this end, 131 first year university students within the experimental and control groups took part in the study. While ICT-based approach was used as the main medium of instruction in the experimental group, in the control group the paper-based traditional method was used. A survey adapted from Davaanyam [Davaanyam, T. (2013). The structural relationships among Mongolian students' attitudes toward mathematics, motivational beliefs, self-regulated learning strategies, and mathematics achievement. Ph. D. Dissertation. Jeonju, Jeonbuk, Korea: Chonbuk National Unversity.] was used to gather the data. The results of the study indicated a significant difference between the control and experimental groups in regard with their self-regulated learning. That is to say, the experimental group taught through ICT tools acquired higher levels of self-regulation as compared with the control group instructed through the traditional teaching method.

• Fashion, Industry and Education
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• v.14 no.2
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• pp.60-69
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• 2016

Visual literacy, a key element of a design portfolio, is achieved by communicating a consistent visual aesthetic with respect to design elements, design principles and individual style. Yet, students often feel challenged in articulating their personal aesthetic or design philosophy in order to create a unifying design identity within a body of artifacts. This paper shares some best practices on overcoming this challenge through students' engagement in self-reflection and identity formation processes. The implemented innovative strategy in a senior-level portfolio development course for apparel designers involved four different phases: 1) one-on-one meetings to self-reflect on previous design work, 2) selection and revision of artifacts, 3) peer-review and critiques of revised portfolio artifacts, and 4) development of a final ePortfolio to showcase a unified design identity. It was evident that recording students' initial self-reflection in the form of a metacognitive oral report encouraged and motivated identity development in their portfolio. Further, students expressed their satisfaction in the ability to participate in the selection process of artifacts by self-reflecting about what they wanted to highlight about themselves and why. Overall, student outcomes from this strategy exceeded expectations and the portfolios developed were successful in creating a cohesive design identity.

• The Journal of Korean Association of Computer Education
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• v.9 no.6
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• pp.19-28
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• 2006

A programming language is very important subject in computer science. But it is difficult for many students to learn programming language. New pedagogical methods and techniques to help students to learn programming are needed. In this paper, we investigated the effects of Pair Programming, and we proposed a Pair programming strategy to improve programming skills. This paper examined the proposed Pair programming strategy. A empirical study showed the proposed teaching and learning strategy has positive effects on achievement and motivated strategies in programming course. Four factors - critical thinking, metacognitive reflection, effort regulation, and peer learning - have positive effects in learning strategies. The proposed Pair Programming strategy improves programming learning and motivated strategies.