사고교육의 효율화를 위한 메타인지 기능의 개발과 활용에 관한 연구 - 메타인지 기능의 효율성을 중심으로 - = A Study of Application and Development of Metacognition Skills for teaching the Child to Think Efficiently Centered on the Effectiveness of Metacognition Skills

다국어 초록 (Multilingual Abstract)

This study is to find the effective thinking teaching model in the elementary school. To bigin with, this study attempt to find the metacognition skills which are applicable to classes in thee lementary school. According to the theoritical study, the metacognition skills are conceptualized as the the metacognition knowledge and the metacognition self-regulation. While the metacognition knowledge which means the subject-related metacognition skills is equivalent to the specific learning how to learn. the metacognition self-regulation which means the across subjects-related metacognition skills is equvalent to the general learning how to learn. To analyze the effects of metacognition skills in the elementary classes, two groups are selected: the one is experimental group, the other is control group. The effect of experimental treatment is measured by the scholastic achievement test, and the selected data are analyzed with correlations, t-test. According to the result of analysis, there are significantly statistical differences between the experimental group and the control group in the subject-related metacognition skills. The subject-related metacognition skills are significantly correlated with the across subject-related metacognition skills and the level of the scholastic achievement. In conclusion, the subject-related metacognition skills are in close connection with the across subjects-related metacognition skills, and metacognition skills are major predictable variables of the scholastic achievement. It can be said that the instructional model of the learning how to learn is more relevant to the elementary classes than the traditional instructional model. The instructional model of the learning how to learn is an useful instrument for increasing the academic achievement, the thinking ability, the creativity, and retreiving and processing information and knowledge related to the subject. Accordingly, the efficient teaching to think should be started with the instructional model of the learning how to learn. Also, it is necessary for all of the school teachers to generalize the instructional model of the learning how to learn. In order to enhance the efficiency of the instructional model of the learning how to learn, it is necessary to define the conceptions of metacognition, metacognition skills, the across subjects-related metacognition skill, and the subject-related metacognition skill, and to develop its` teaching program.