상이한 인지양식이 메타인지에 미치는 영향

키워드

참고문헌 (68)

1. 권정언, "팀 리더십 과정에서 컴퓨터 상황 시뮬레이션 활용 시 집단 구성에 따른 학습효과 측정", 석사, pp.2002
2. 김성완, "하이퍼미디어 학습 프로그램 구조와 학습자 인식양식이 초등학생 학업성취에 미치는 효과", 컴퓨터교육학회 논문지, 7(3), pp.57~66 (2004), 한국컴퓨터교육학회
3. 김회수, "메타인지와 하이퍼텍스트 구조가 저작체제 학습에 미치는 효과", 교육학연구, 32(5), pp.207~234 (1994)
4. 김회수, "하이퍼텍스트 학습상황에서 메타인지, 인지오류, 인지오류 감지 및 하이퍼텍스트 구조가 저작체제 학습에 미치는 효과", 교육공학연구, 11(1), pp.123~160 (1995)
5. 김희수, "대학생의 전공계열에 따른 인지양식과 자기효능감 및 학업적응의 관계", 교육과학연구, 37(2), pp.1~21 (2006), 교육과학연구소
6. 나일주, "시각 지능. 서울대학교 교육행정연수원 강의자료", ~ (2003)
7. 나일주, "교육공학 관련이론" (2007), 교육과학사
8. 리순아, "읽기학습에 영향을 미치는 메타인지와 작동기억의 관계", 교육공학연구, 19(2), pp.41~64 (2003), 한국교육공학회
9. 백영균, "컴퓨터 시뮬레이션의 충실도 수준이 학습자의 인지양식에 따라 학업성취에 미치는 효과", 교육정보방송연구, 6(2), pp.43~72 (2000)
10. 오선화, "하이퍼텍스트 학습환경에서 학습전략, 메타인지, 작동기억이 성취도에 미치는 영향", 교육정보미디어연구, 10(1), pp.35~63 (2004), 한국교육정보미디어학회
11. 이성주, "CMC 활용 학습에서 면대면 수업 유무, 협력유형 및 메타인지가 학업성취와 상호작용에 미치는 영향", 교육정보미디어연구, 9(3), pp.37~64 (2003), 한국교육정보미디어학회
12. 이성주, "CMC 활용 학습에서 면대면 수업, 교사관여 및 메타인지가 학업성취와 상호작용에 미치는 영향", 교육정보미디어연구, 9(1), pp.95~128 (2003), 한국교육정보미디어학회
13. 이혜주, "예비 초등교사의 인지양식 유형에 따른 학습전략과 자기결정성 동기와의 관계", 한국교원교육연구, 25(1), pp.29~51 (2008), 한국교원교육학회
14. 전윤식, "집단 잠입형 도형검사" (1985), 코리아테스팅 센타
15. 정인성, "원격교육의 이론(제 2판)" (2004), 교육과학사
16. 정재삼, "웹기반 학습에서 인지양식과 노트기록이 학업성취도에 미치는 영향", 교육정보미디어연구, 10(4), pp.257~278 (2004), 한국교육정보미디어학회
17. 조규락, "개인 문제해결 상황에서 인지양식과 메타인지가 비구조 문제해결 및 논증에 미치는 효과", 교육정보미디어연구, 12(3), pp.5~32 (2006), 한국교육정보미디어학회
18. 조규락, "인지양식이 문제유형별 문제해결에 미치는 영향", 교육정보미디어연구, 11(4), pp.57~75 (2005), 한국교육정보미디어학회
19. 최영욱, "성별 및 인지양식유형에 따른 초등학교 아동의 초인지 및 학습된 무력감 연구", 석사, pp.1999
20. 한안나, "웹 기반 학습에서시각적 조직자의 개발과 효과에 관한 연구", 교육공학연구, 22(2), pp.115~142 (2006), 한국교육공학회
21. 허균, "언어정보의 시각화 과정 연구: ICT 활용교육에서예비교사와 전문교사의 특성을 중심으로", 교육공학연구, 22(2), pp.143~169 (2006), 한국교육공학회
22. Artzt, A. F, "Devlopment of a cognitive- metacognitive framework for protocol analysis of mathematical problem solving in small group", Cognition and Instruction, 9(2), pp.137~175 (1992)
23. Ausburn, L. J, "Cognitive styles: Some information and implications for instructional design", Educational Communications and Technology Journal, 26, pp.337~354 (1978)
24. Brown, A, "Metacognition, executive control, self-regulation and other more mysterious mechanisms in:Metacognition, Motivation and Understanding", pp.65~115 (1987), LEA
25. Byrd, D.M, "Reading, memory, and metacognition", Journal of Educational Psychology, 77(4), pp.428~436 (1985)
26. Canelos, J, "The effects of three levels of visual stimulus complexity on the information processing of field-dependents and field-independents when acquiring information for performance on three types of instructional objectives", Journal of Instructional Psychology, 7, pp.65~70 (1980)
27. Cornoldi, C, "On metamemory-memory relationship: Strategy availability and training", International Journal Behavioral Development, 14(1), pp.101~121 (1991)
28. Cross, D. R, "Developmental and instructional analyses of children's metacognition and reading comprehension", Journal of Educational Psychology, 80(2), pp.131~142 (1988)
29. Davis, J. K, "Field independence and hypothesis testing", Perceptual and Motor Skills, 43, pp.763~769 (1976)
30. Devolder, P. A, "Memory performance awareness in younger and older adults", Psychology and Aging, 5(2), pp.291~303 (1990)
31. English, L, "Children's use of domain-specific knoweldge and domain-general strategies in novel problem solving", British Journal of Educational Psychology, 62, pp.203~216 (1992)
32. Fisher, P. M, "Learner, text variables, and the control of text comprehension and recall. in: Learning and comprehension for text", pp.213~254 (1984), Lawrence Erlbaum Associates
33. Ford, N, "Learning styles and strategies of postgraduate students", British Journal of Educational Technology, 1(16), pp.65~79 (1985)
34. Hall, M. J, "Relationships between reading proficiency and field-dependence, field independence, and sex", 석사, pp.1987
35. Heinich, R, "Instructional media and technologies for learning" (2002), John Wiley & Sons
36. Heller, L. C, "An exploration of the effect of structure variables on mathematical word problem-solving achievement", 석사, pp.1982
37. Hong, N. S, "The relationship between well-structured and ill-structured problem solving in multimedia simulation", 박사, pp.1998
38. Jans, V, "Metacognitive realism: A cognitive style or a learning strategy?", Educational Psychology, 17(1), pp.101~110 (1997)
39. Jonassen, D. H, "Cognitive styles", controls and media, 1978, pp.16(6), 28~32
40. Jonassen, D. H, "Handbook of individual differences, learning, and instruction" (1993), Lawrence Erlbaum Associates
41. Jonassen, D. H, "Acquiring structural knowledge from semantically structured hypertext", Journal of Computer-Based Instruction, 20(1), pp.1~8 (1993)
42. King, D. W, "Field-dependence", field-independence and achievement in music reading, University of Wisconsin, 1983
43. Kirby, J, "Verbal and visual learning style", Contemporary Educational Psychology, 13, pp.169~184 (1988)
44. Livesay, G. A, "Engineering student learning styles: a statistical analysis using Felder's Index of Learning Style", Presented at the 2002 Annual Conference of the American Society for Engineering Education (2002)
45. Messick, S, "The nature of cognitive styles: Problems and promise in educational practice", Educational Psychologist, 19, pp.59~74 (1984)
46. Newsome, V. J, "Field independent cognitive style and sentential disambiguation performance: Some relations between them", 석사, pp.1982
47. Ormond, C, "A metacognitive analysis of decision making in adolescence", Journal of Adolescence, 14, pp.275~291 (1991)
48. Pask, G, "Styles and strategies of learning", British Journal of Educational Psychology, 46, pp.128~148 (1976)
49. Pask, G, "Conversation theory: Applications in education and epistemology" (1976), Elsevier
50. Perry, E. P, "Creating classroom contexts that support young children's development of self-regulated learning", International Journal of Educational Research, 33, pp.821~843 (2000)
51. Popp, J. D, "Semantic networks: A vehicle to promote and understand change", 박사, pp.1996
52. Riding, R, "Cognitive styles and learning strategies: Understanding style differences in learning and behavior" (1998), David Fulton Publishers
53. Riding, R, "Cognitive styles analysis users' manual" (1991), Learning & Training Technology
54. Riding, R, "Cognitive styles and learning strategies: Understanding style differences in learning and behavior" (1998), David Fulton Publishers
55. Rowland, P, "Effects of modes of computer assisted instruction on conceptual understanding and achievement of college students exhibiting individual differences in learning" (1987)
56. Santostefano, S, "A biodevelopmental approach to clinical child psychology" (1978), Wily
57. Skaggs, L. P, "Dyadic learning of technical material: Individual differences, social interaction, and recall", Contemporary Educational Psychology, 15, pp.47~63 (1990)
58. Slife, B. D, "Depression, cognitive skill, and metacognitive skill in problem solving", Cognition and Emotion, 6(1), pp.1~22 (1992)
59. "Index of learning styles(ILS)"[URL]
60. Swanson, H. L, "Influence of metacognitive knowledge and aptitude on problem solving", Journal of Educational Psychology, 82(2), pp.306~314 (1990)
61. Tillema, H, "Sequencing of text material in relation to information processing strategies", British Journal of Educational Psychology, 32, pp.170~178 (1982)
62. Vaidya, S, "Cognitive development and cognitive style as factors in mathematics achievement", Journal of Educational Psychology, 72, pp.326~330 (1980)
63. Weed, K, "Metamemory and attributions as mediators of strategy use and recall", Journal of Educational Psychology, 82(4), pp.849~855 (1990)
64. Witkin, H, "Field dependent and field-independent style and their educational implication", Review of Educational Research, 47, pp.1~64 (1977)
65. Wong, B. Y, "Cognitive and metacognitive aspects of learning disabled adolescents' composing problems", Learning Disability Quarterly, 12, pp.300~322 (1989)
66. Zabrucky, K, "Childern's comprehension monitoring and recall inconsistent stories", Child Development, 57, pp.1401~1418 (1986)
67. Zwanenberg, N, "Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and how do they predict?", Educational Psychology, 20(3), pp.365~381 (2000)
68. Zywno, M. S, "A contribution of validation of score meaning for Felder-Soloman's Index of Learning Style. Proc", 2003 Annual ASEE Conference (2003)

관련 논문AI추천