본연구에서는실험보고서작성을통해학습자의메타인지가향상될수있도록반성적글쓰기 를강조한실험보고서작성전략을개발하였다.이를대학교3학년학생을대상으로무기화학탐구 실험수업에한학기동안적용한후,메타인지변화를MAI메타인지검사지와실험보고서에나타 난반성적사고유형의분석을통해살펴보았다.본연구의결과는다음과같다.첫째,MAI메타인 지검사지를통해메타인지변화에대한효과를Wilcoxon부호-서열검정으로분석한결과,통계적 으로유의미한차이(p <.05)가있는것으로분석되었다.메타인지를구성하는인지에대한지식영 역과인지조절영역에관한분석결과에서도두영역모두통계적으로유의미한차이(p <.05)를보 였다.메타인지의세부유형에대한분석결과에서는인지에대한지식영역의선언적지식과조건 적지식유형, 인지조절영역의모니터링유형이통계적으로유의미한차이(p <.05)가있는것으 로분석되었다.둘째,실험보고서에나타난반성적사고유형을분석한결과,인지에대한지식영 역의선언적지식유형과인지조절영역의모니터링유형이높은점수를나타냈다. 그러나,인지 조절영역의계획과정보관리유형에서는현저하게낮은점수를나타냈다.
This research examined students’ experimental report strategy emphasizing reflective writing in order to improve their metacognition. This research was conducted for one semester employing 20 pre-service chemistry teachers who took the class, ‘Inquiry-based inorganic chemistry laboratory’. After applying the report strategy emphasizing reflective writing for one semester, the changes in student’s metacognition was checked through the MAI test and the type of reflective thinking in the experimental report was also analyzed. The results are as follows. First, based on the analysis of MAI test employing Wilcoxon signed-rank tests, there was a statistically meaningful difference in the changes in metacognition (p<.05). There were also statistical differences in both areas of the knowledge of cognition and regulation of cognition consisting of metacognition (p<.05). According to the analysis of detailed types of metacognition, there were statistical differences in the areas of declarative knowledge, the conditional knowledge, and the monitoring (p<.05). Second, according to the analysis of the reflective thinking types in experimental reports, the declarative knowledge in knowledge of cognition area and the monitoring in regulation of cognition area recorded high scores, while the planning and the information management in regulation of cognition area recorded significantly low scores.
I. 서 론 II. 연구 방법 및 내용 III. 연구 결과 및 논의 IV. 결론 및 제언 참고문헌
