자기조절전략 수업과 상위인지가 아동의 작문수행에 미치는 효과

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구 / 34권 / 5호
ㆍ저자명 : 김유미

목차

《요약》
Ⅰ. 서론
Ⅱ. 이론적 배경
Ⅲ. 가설
Ⅳ. 연구방법
Ⅴ. 결과 및 해석
Ⅵ. 논의 및 제언
〈참고문헌〉
Abstract

한국어 초록

본 연구는 자기조절전략 수업의 효과와 상위인지 수준에 따른 작문수행의 차이 및 자기조절전략 수업과 상위인지 수준이 작문수행에 미치는 상호작용 효과를 연구하기 위해 이루어 졌다. 연구 대상자는 국민학교 6학년 학생 78명(2학급)으로 각 학급을 실험집단과 통제집단 에 각각 무선으로 배정하여，10차시에 걸친 실험을 실시하였다. 본 연구에 사용된 측정도구 는 상위인지 검사와 작문검사(사전검사 직후검사 파지검사)이다. 분석결과는 다음과 같다. 1) 자기조절전략 수업의 효과는 긍정적이었다. 2) 상위인지 수준이 높은 집단의 작문수행이 전반적으로 높았다. 3) 자기조절전략 수업과 상위인지 수준이 작문수행에 미치는 상호작용 효과는 없었다. 일반학급에서 자기조절전략 수업의 적용가능성에 대해서 논의한다.

영어 초록

The purposes of this study were to examine the effects of self-regulating strategy instruction and metacognition on the writing performance, and to test the interactive effectiveness of metacognition to the effects of self-regulating strategy instruction on the writing performance. The subjects were 78 students in grade 6 who had been randomly assigned to experimental group and control group.
Prior to the experimental treatment, the writing and metacognition test were administered. And then experimental group was treated with self-regulating strategy instruction, while control group was treated with traditional procedure. The instruction lasted for 10 sessions, each session consisting of 40 minutes. In order to test the effectiveness of the self-regulating strategy instruction, pretest, posttest (immediately after the instruction), delayed posttest (three weeks after the instruction), and transfer test were administered. In scoring writing tests, Two different kinds of criteria were applied, thus yielding two different kinds of scores, primary trait scores and holistic score, respectively. The results were analyzed by using a 2(experimental group and control group) × 2(low group and high group by metacognition level) analysis of variance.
The findings of the study were as follows:
1. Both primary trait scores(total) and holistic score of the posttest were significantly higher in experimental group than control group. To describes a little further, of the six sub-criteria of primary trait scores, five sub-criteria scores exceeded significantly those of control group with exception of a “data” sub-criteria.
2. The delayed posttest scores of experimental group were significantly higher than those of control group in primary trait scores(total) and holistic score. The results for the 6 sub-criteria scores of primary trait scores showed statistically significant effects for claims, warrant, proposition.
3. The transfer test score of experimental group showed higher than that of control group. The difference was statistically significant.
4. The pretest scores of the high metacognition group showed higher than those of the low metacognition group in the writing test. The results for primary trait scores (total), holistic score, and 6 sub-criteria scores of primary trait scores indicated that there were significant effects for primary trait scores/total), holistic score, claims, data, and warrant.
5. The scores of all three tests given after the experimental treatment showed no statistically significant interaction effects between the instruction and the metacognition in both primary trait scores and holistic score. However, of the six sub-criteria scores, only the “data” score showed significant interaction effects between the instruction and the metacognition.
The above results could be taken as the indication that the self-regulating strategy instruction could be applied in regular classrooms to promote writing performance including students with learning disabilities.

참고 자료

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