구조화된 인지적 성찰일지가 메타인지와 학업성취에 미치는 영향에 관한 연구
A Study on Effects of Well-structured Cognitive Reflection Journal on Metacognition and Learning Achievement
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The purpose of this study is to analyze how a well-structured cognitive reflection journal can affect a learner’s metacognition and learning achievement in the area of Engineering Education. The objects of this study were 143 students in total (experimental group: 52, control group: 91) who are taking the ‘Fundamental Semiconductor Engineering’ course in the Engineering Department at D college in the metropolitan area. For this particular study, we undertook three steps as follows. First, we verified that the two groups of students were equal in areas of metacognition and learning achievement. Second, the experimental group was asked to keep writing the well-structured reflection journal for four weeks and the control group was not. Third, we evaluated the metacognition and learning achievement. This study used a questionnaire to measure metacognition by Sperling(2002) in a Korean translation as well as a well-structured cognitive reflection journal. As a result, we found that the well-structured cognitive reflection journal affects learners positively in the sense of metacognition ability, continuity as well as learning achievement.
Abstract
The purpose of this study is to analyze how a well-structured cognitive reflection journal can affect a learner’s metacognition and learning achievement in the area of Engineering Education. The objects of this study were 143 students in total (experimental group: 52, control group: 91) who are taking the ‘Fundamental Semiconductor Engineering’ course in the Engineering Department at D college in the metropolitan area. For this particular study, we undertook three steps as follows. First, we verified that the two groups of students were equal in areas of metacognition and learning achievement. Second, the experimental group was asked to keep writing the well-structured reflection journal for four weeks and the control group was not. Third, we evaluated the metacognition and learning achievement. This study used a questionnaire to measure metacognition by Sperling(2002) in a Korean translation as well as a well-structured cognitive reflection journal. As a result, we found that the well-structured cognitive reflection journal affects learners positively in the sense of metacognition ability, continuity as well as learning achievement.
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