초인지 학습전략이 초등학생의 계절의 변화 개념 형성과 자기 효능감에 미치는 효과
Effects of metacognitive learning strategy on elementary school students' conception acquisition of seasonal change and self-efficacy
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Abstract
The purpose of this study was to investigate the effect of metacognitive strategy on conceptual acquisition ofseasonal change and self-efficacy when it was applied to 6th grade elementary students. This study consists of 2classes, 76 students in the 6th grade of elementary school, which were divided into the experimental group (38) andthe control group (38). First, a pre-test was administrated to check students' levels of metacognitive self-regulationand self-efficacy prior to getting planned lessons and then an instruction progmetacognitive instruction model and students' conception. The control group was exposed to traditional methodsmainly using the textbok and teacher's guide bok. The experimental group employed a metacognitive learningstrategy program and activities with metacognitive questionnaires. After the planned lesons, the students were testedwith post-tests about the conception of seasonal change and self-eficacy. One month later the students were testedmetacognitive conceptual change instruction did better in forming and continuing to maintain the scientific seasonalchange conceptions compared to the control group. Second, the high and intermediate group taught by metacognitiveconceptual change instruction was higher in the level of self-regulation than the control group. However, it was notverified in the low group. Third, the group which used metacognitive conceptual change instruction showed a higherlevel of self-efficacy than the control group did.
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