반성적 자기평가를 활용한 메타인지 전략이 고등학생의 유전개념 이해와 메타인지 능력에 미치는 영향
The Effects of Metacognition Strategy Based on Reflective Self-Assessment on the Understanding of the Genetic Concept and Metacognition Ability of High School Students
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In this study, the teaching-learning program visualized the scientists' research process and combined with metacognition strategies, which reflects their own inquiry activities, was developed and applied to examine its effect on the understanding of the genetic concepts and metacognition ability of high school students. For this study, four topics were selected through the analysis of science history about gene. Using those topics, the teaching-learning program was developed, which was based on the modeling type among the scientists' research types. Metacognition strategies were also introduced into the program for students to make their own assessment of the inquiry activities. The developed program was applied to the 2nd year grade in high school students. One group was an the experimental group (n=38), which participated in the program with the metacognition strategy and another was control group (n=40) without the metacognition strategy. As results of this study, the program combined with the metacognition strategies enhanced more effectively the understanding of transmission genetic concepts for the experimental group compared to the control of group students. The metacognition strategies appeared more effective for the students of lower academic achievement. Also the teaching-learning program has also improved the metacognition knowledge and performance ability of students.
Abstract
In this study, the teaching-learning program visualized the scientists' research process and combined with metacognition strategies, which reflects their own inquiry activities, was developed and applied to examine its effect on the understanding of the genetic concepts and metacognition ability of high school students. For this study, four topics were selected through the analysis of science history about gene. Using those topics, the teaching-learning program was developed, which was based on the modeling type among the scientists' research types. Metacognition strategies were also introduced into the program for students to make their own assessment of the inquiry activities. The developed program was applied to the 2nd year grade in high school students. One group was an the experimental group (n=38), which participated in the program with the metacognition strategy and another was control group (n=40) without the metacognition strategy. As results of this study, the program combined with the metacognition strategies enhanced more effectively the understanding of transmission genetic concepts for the experimental group compared to the control of group students. The metacognition strategies appeared more effective for the students of lower academic achievement. Also the teaching-learning program has also improved the metacognition knowledge and performance ability of students.
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