Earticle

초록

영어

The purpose of this study was to apply three-staged metacognition strategy (plan-monitor-control) based teaching on the chair making task with corrugated cardboard in an elementary practical course to verify the effect of metacognition strategy-adopted teaching on thinking skill. 80 6th grade students from B elementary school in A city, Kyonggi province were enrolled to verify the hypothesis. A post inspection control group design was used among the designs which use the existing class structure. The metacognition strategy-adopted teaching (self-plan, self-monitoring, and self-controlling) was used on the experimental group and classic teaching method was applied on the control group. The effect was verified by post inspection method. To verify the effect of post evaluation results, t-score method was used and significance level was set as p<.05. For statistical analysis SPSS/WIN 10.0 was used for statistical treatment.The result showed that the group which used the metacognition strategy-applied teaching came up with better performance on thinking skill in a practical arts than the control group. The conclusion derived from the above study is that metacognition strategy-adopted teaching was more effective in thinking skill in a practical arts than the classic method. This study suggests that a better learning efficiency can be achieved by applying metacognition strategy in the thinking skill of a practical arts.

키워드

저자

• 최지연 [ Choi, Ji-Yeon | 한국교원대학교 대학원 ]
• 정성봉 [ Chung, Sung-Bong | 한국교원대학교 ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  실과교육연구 [Journal of Korean Practical Arts Education]

• 간기

  계간

• pISSN

  1226-8658

• 수록기간

  1995~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 374 DDC 375