과정중심 인지학습모델 적용에 따른 정신지체아의 인지과정과 학업성취수준변화 = Cognitive Performance and Achievement Change for Children with Mental Retardation on Process Based Cognitive Instruction

다국어 초록 (Multilingual Abstract)

There have been studied to prove learning effectiveness in school settings for children with mental retardation. However, there are few researches on information processing strategies to apply children with mental retardation in school environments. The purpose of this study was to adjust information processing based instruction(PBI) to curriculum for children with mental retardation, and to illustrate the effectiveness of the cognitive performance and achievement change in teaching based on PBI at the class of the children with mental retardation. Sixteen fifth- and sixth-grade children with mental retardation who are attending special classes participated for this research. Mean, standard deviation, and t-test were utilized to analysis the effectiveness of the PBI. The results of this study were following; (a) PBI was divided to five levels such as evaluation, adjust teaching, strategies development, transfer in instruction, integral and generalization; and (b) PBI is illustrated in cognitive processing, especially encoding, and improvement on basic achievement for children with mental retardation.