생명과학 학습에서의 사고발성 방법을 통한 자기조절의 단계 규명
Identification of the Stages of Self-Regulation through the Think Aloud Methodin Life Science Learning
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초록
This study was to identify the stages and develop process model of self-regulation that occur in solving life science problem. For this purposes, it was developed a hypothetical model of self-regulation through literature analysis related to self-regulation. Then, three tasks on the concept of genetics were developed and the tasks were presented to six college students. Subsequently, the process and stage of self-regulation were identified by analyzing the subject's task performance process using the think aloud method. As a result, the process of self-regulation in life science problem solving was classified into levels 1 through 4 by analyzing subject's cognitive thinking process. Level 1 subject confirms that the hypothesis that you initially set is not true, but keeps your initial thoughts. Level 2 subject tries to create a new hypothesis after confirming that the hypothesis that he initially set up is not true, but fails. In level 3, after confirming that the hypothesis initially established is different from the facts, a new hypothesis is generated, but the accommodation fails. In level 4, after confirming that the hypothesis or answer set by oneself is different from the fact, it succeeds in accommodation by creating a new hypothesis. This study proposed a systemic process for self-regulation of conceptual change and problem solving in life science. Also it suggests the possibility of developing an effective program for self-regulation in life science learning.
Abstract
This study was to identify the stages and develop process model of self-regulation that occur in solving life science problem. For this purposes, it was developed a hypothetical model of self-regulation through literature analysis related to self-regulation. Then, three tasks on the concept of genetics were developed and the tasks were presented to six college students. Subsequently, the process and stage of self-regulation were identified by analyzing the subject's task performance process using the think aloud method. As a result, the process of self-regulation in life science problem solving was classified into levels 1 through 4 by analyzing subject's cognitive thinking process. Level 1 subject confirms that the hypothesis that you initially set is not true, but keeps your initial thoughts. Level 2 subject tries to create a new hypothesis after confirming that the hypothesis that he initially set up is not true, but fails. In level 3, after confirming that the hypothesis initially established is different from the facts, a new hypothesis is generated, but the accommodation fails. In level 4, after confirming that the hypothesis or answer set by oneself is different from the fact, it succeeds in accommodation by creating a new hypothesis. This study proposed a systemic process for self-regulation of conceptual change and problem solving in life science. Also it suggests the possibility of developing an effective program for self-regulation in life science learning.
참고문헌 (15)
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