초인지학습 전략훈련이 학습전략 사용 및 독해과제 수행에 미치는 효과

다국어 초록 (Multilingual Abstract)

The purpose of this study is to investigate the effects of metacognitive strategies training on the use of strategies and reading comprehension.
The research questions set up far this study were as follows.
1. Would metacognitive strategies training be more effective than cognitive strategies training in improving the level of metacognition?
2. Would metacognitive strategies training be more effective than cognitive strategies training in using of strategies on immediate and delayed posttest?
3. Would metacognitive strategies training be more effective than cognitive strategies training in improving reading comprehension?
Subjects of this study were 142 first high school students in Pusan, Korea. Subjects were randomly assigned to three groups, metacognitive strategies training, cognitive strategies training, and control group. The experimental groups received 5 weeks training which was done by school teacher. Metacognitive strategies training was designed to teach subjects how, when, and why to use strategies so that they could become self-directed learners.
However, cognitive strategies training was designed to teach subjects how to use strategies only.
The findings of this study are as follows :
1. Metacogntive strategies training had a signficant effect on the improvement of metacognition.
2. Metacognitive strategies training was effective in using of strategies on immediate and delayed posttest.
3. Metacognitive strategies training did not have a significant effect on reading comprehension task.
These results imply that metacognition plays an essential role in learning, and metacognitive strategies training can improve the level of metacognition and the use of strategies.