메타인지 전략의 학업성취도 영향에 관한 연구

Abstract

The ability of logical thought and solving problem are necessary to learn a binary representation of numbers in computer teaching-learning course. However, a binary representation skill in actual teaching-learning field only emphasizes on the learning of grammar and training of problem solving rather than the high level of thinking process. It makes students not only lose their interests but also avoid learning a binary representation skill. In this thesis, the metacognition strategy instruction model is developed to facilitate the student's ability of metacognition thought. After applying this model to the actual teaching-learning field, we verified that the metacognition strategy instruction model has an effect on improving the learner's metacognition level and the learner's achievements and self-efficacy. The experiment results prove that the proposed instruction model improves the learner's achievement and metacognition level. Moreover, it induces the high efficiency of proposed instruction model of learing computer skill.