지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
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The purpose of this study was to explore middle school students’ metacognition and its development as revealed through collaborative reflection. Four (7th grade) students selected as a focus group participated in a small-group argumentation about photosynthesis and then engaged in collaborative reflection once a week, which provided them (a total of seven) opportunities to reflect on small-group argumentation with an interviewer one of authors. Analysis of the collaborative reflections showed that students identified their metacognition in terms of metacognitive knowledge and experience, which were developed according to the progression of collaborative reflections. First, students’ metacognitive knowledge was categorized with personal, task, and strategy variables, and then students enhanced their awareness of metacognitive knowledge developed according to the collaborative reflection. Students clearly perceived their learning approaches and their roles within the group in respect of personal knowledge, enhanced their understanding of epistemic criteria of argumentation in respect of task knowledge, and recognized the effective application of argumen- tation strategies. In addition, some students better acknowledged their metacognitive experience during the process of collaborative reflection. Although students had difficulties with reflective awareness of their argumentation practice in the early phase of collaborative reflection, they did develop their monitoring skills of thinking processes in small-group argumentation. These findings have pedagogical implications for science teachers and researchers focusing on student metacognition and its development in small-group argumentation.
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참고문헌 (29)
참고문헌 신청
Bell, P. / 2004 / Internet Environments for Science Education / Lawrence Erlbaum : 115 ~ 143
Brockbank, A / 1998 / Facilitating reflective learning in higher education / Journal of Career and Technical Education 25 (2) : 46 ~ 60
Choi, J. / 2012 / Change of interaction pattern according to students' science learning approach style and knowledge level through science small group argumentation / Master / Seoul Na
Dewey, J. / 1933 / How we think / D. C. Health and Company
Driver, R. / 2000 / Establishing the norms of scientific argumentation in classrooms / Science Education 84 (3) : 287 ~ 312
Brockbank, A / 1998 / Facilitating reflective learning in higher education / Journal of Career and Technical Education 25 (2) : 46 ~ 60
Choi, J. / 2012 / Change of interaction pattern according to students' science learning approach style and knowledge level through science small group argumentation / Master / Seoul Na
Dewey, J. / 1933 / How we think / D. C. Health and Company
Driver, R. / 2000 / Establishing the norms of scientific argumentation in classrooms / Science Education 84 (3) : 287 ~ 312
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