연구동향 분석
박사

다른 아동이 수행한 모의 실험 과정을 평가하는 메타인지 활동이 아동의 과학 추론 전략 향상에 미치는 효과에 관한 미시 발생학적 분석 = (A) Microgenetic analysis of effects on metacognitive exercise of evaluating other childrens experimental processes for the development of scientific reasoning

장명덕 2001년

논문상세정보
    • 저자 장명덕
    • 형태사항 xvii, 159p.: 삽도: 26 cm
    • 일반주기 참고문헌 : p.112-123, 국문초록 : p.124-159
    • 학위논문사항 학위논문(박사)-, 지구과학교육, 2001. 2, 한국교원대학교 대학원
    • DDC 19, 550.7
    • 발행지 청원
    • 언어 eng
    • 출판년 2001
    • 발행사항 한국교원대학교
    유사주제 논문( 39)
인용/피인용
' 다른 아동이 수행한 모의 실험 과정을 평가하는 메타인지 활동이 아동의 과학 추론 전략 향상에 미치는 효과에 관한 미시 발생학적 분석 = (A) Microgenetic analysis of effects on metacognitive exercise of evaluating other childrens experimental processes for the development of scientific reasoning' 의 주제별 논문영향력
논문영향력 선정 방법
논문영향력 요약
주제
  • 지구 과학
동일주제 총논문수 논문피인용 총횟수 주제별 논문영향력의 평균
40 0

0.0%

' 다른 아동이 수행한 모의 실험 과정을 평가하는 메타인지 활동이 아동의 과학 추론 전략 향상에 미치는 효과에 관한 미시 발생학적 분석 = (A) Microgenetic analysis of effects on metacognitive exercise of evaluating other childrens experimental processes for the development of scientific reasoning' 의 참고문헌

  • Young children ' s regulatory talk: Evidence of emergingmetacognitive control over lit erary product s and processes
    Cox [1994]
  • What influenceslearning ?
  • Vygot sky as precur sor to metacognitive theory : T heconcept of metacognition and it s root s
    Braten [1991]
  • Understanding scientific reasoning
  • Thinking as argument
    K uhn [1992]
  • The science of problem solving : a practical guide for science teachers
    Watts, Mike [1991]
  • The roots of metacognition : A his torical review
    Schmitt [1986]
  • The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction
    Brewers Chinn T he role of anomalous data inknowledge acquisition : A theoretical framework and implications forscience instruction [1993]
  • The literacy dictionary : the vocabulary of reading and writing
  • The interaction of domain- specificknowledge and domain - general discovery strat egies : A study with a sinking object s
  • The development of scientific thinking skills
    Kuhn, Deanna The developm ent of s cientif icthink ing sk ills [1988]
  • The contribution of children 's unders tanding of sources ofknowledg e to their s cience exp erimentation
    Klein [1995]
  • The Case for Motivated Reasoning
    Kunda [1990]
  • T ransforming schools into communities of thinking andlearning about serious matt er s
    Brown [1997]
  • T raining in self- explanationand self- regulation strategies : Investigating the effect s of knowledgeacquisition activities on problem solving
  • T he m icrog enetic m ethod : Adirect m ean s for studying cognitive dev elopm ent
    C row ley .K S iegler.R .S The microgenetic method: A directmeans for studying cognitive development [1991]
  • T he conditions of conceptualchange in the classroom
  • T eaching for conceptual change: Using status as ametacognitive tool
    Beeth [1998]
  • Student s ' transitionfrom an engineering model to a science model of experimentation
  • Student performance on asking questions, identifying variables, and formulating hypotheses
    Aram Burke Germann Odom Studentperformance on asking questions [1996]
  • Stu dents' conceptual frameworks: Consequences for learningscience
    Du it Student s ' conceptual frameworks : Consequences forlearning science [1991]
  • Strategy selection and metacognition
  • Strategies of knowledge acquisition
    Kuhn, Deanna S trateg ies ofknowledg e acquis ition [1995]
  • Social influences on metacognition: Effect s ofcolearner questioning on comprehension monitoring
    Karabenick [1996]
  • Smart problem solving : Howmetacognition helps
  • Situated cognition and the culture of learning
    Situat ed cognition and theculture of learning [1989]
  • Separability of metacognition andcognition : Problem solving in learning disabled and regularstudent s
  • Self - regulatedcognition : Interdependence of metacognition, attributions, andself- esteem
    Borkowski Carr Pres sley Rellinger Self - regulatedcognition : Interdependence of metacognition [1994]
  • Scientific reasoning and achievement in a high schoolenglish cour se
    Kral [1997]
  • Science teaching and the development of thinking
    Lawson, Anton E S cience teaching and the developm ent of think ing [1995]
  • S tudents ' ideas about their concep tualiz ation:Their elicitation through ins truction
    Hennessey [1993]
  • S tudent 's ref lective thoughtsabout s cience contents : A relationship to concep tual chang elearning
  • S cientif ic think ing about scientif icthink ing
  • S cience reasoning ability ofcommunity colleg e s tudents (ERIC Digest )
  • Research in science t eaching andlearning : A human constructivist view
  • Relations between metastrategic knowledgeand strat egic performance
  • Reassessment of developmental constraint s on children ' sscience instruction
    Metz [1995]
  • Reasoning as self- constrained thinking
    Moshman [1995]
  • Path analysis: A model for the development ofscientific reasoning abilities in ad olescents
    Stuessy Path analysis : A model for the development of scientificreasoning abilities in adolescent s [1984]
  • Motivational and self-regulated learning components of classroom academic performance
    Pintrich,P.R. Motivational and self- regulatedlearning component s of classroom academic performance [1990]
  • Microgenetic study of change: What has it told us?
  • Metamemory: A criticalexamination
    Cavanaugh Permutter Metamemory : A criticalexamination [1982]
  • Metacognition and executive control
    Garner [1994]
  • Mental models of the day/night cycle
    Mental models of the day/ nightcycle [1994]
  • M etacognition: Underly ing dimens ions andrelation to cognitive s ty le
    Deonaraine [1998]
  • M etacognition and conceptual change
    Gunstone M itchell Metacognition and conceptualchange [1998]
  • M eas uring m etacognition: Validation of theass essm ent of cog nition m onitoring eff ectiveness
    Osborne [1998]
  • Linking metacognition to classroomsuccess
    Ganz [1990]
  • Learning fromexplicit ver sus implicit text s
  • Knowing about guessing and guessingabout knowing: Preschoolers' understanding of indeterminacy
    Fay Klahr Knowing about guessing and gues sing aboutknowing : Preschooler s ' under standing of indeterminacy [1996]
  • Index of science readingawareness : An int eractive- constructive model, test verification, andgrade 4- 8 result s
    Craig Maguire Yore Index of science readingawareness : An int eractive- constructive model [1998]
  • I know one when Is ee one ": H ow (m uch) do hyp othes es diff er f rom evidence ?
    I know one when Is ee one : H ow (m uch) do hyp othes es diff er f rom evidence ? [1994]
  • How metacognition can promoteacademic learning and instruction
  • How does change occur : A microgenetic study ofnumber conservation
    Siegler [1995]
  • Heuristics for scientificexperimentation: A d evelopmental stud y
  • From conceptual development to science education:A psychological point of view
    [1998]
  • Formal reasoning among pre- and late adolescent s
    Adams K uhn [1979]
  • Foreword
    Tulving [1994]
  • Eff ects of metacognitive ex ercis e on the developmentof s cientif ic reasoning
    Pear sall [1999]
  • Dual space search during scientific reasoning
  • Development of scientific reasoning incollege biology : Do two levels of general hypothesis - testing skillsexist ?
    Kwon [2000]
  • Developm ent and validation of an obj ectivem eas ure of metacognition
  • Designing curricula for conceptual restructuring: Lessonsfrom the study of knowledge acquisition in astronomy
    Vosoniadou [1991]
  • Definitions and empirical foundations
    Hacker [1998]
  • Cross-domain development of scientific reasoning
    Garcia-Milla K uhn Schauble Cros s - domaindevelopment of scientific reasoning [1992]
  • Constructivism and metacognition : Theoretical issuesand clas sroom studies
    Gunstone [1991]
  • Constraint s or guidepost s?
    K uhn [1997]
  • Conceptual d evelopment in astronomy
    Vosniad ou Conceptual development in astronomy [1991]
  • Conceptual change in childhood
    Carey, Susan Concep tual chang e in childhood [ u]
  • Concep tual chang e ins truction: S ome theoretical andp edag og ical iss ues
    Beeth [1995]
  • Cognitivedevelopment beyond childhood
  • Cognitive flexibility, constructivism, and hypertext : Random acces sinstruction for advanced knowledge acquisition in ill- structur eddomains
    Coulson Jacobson Spiro Cognitive flexibility [1991]
  • Children's metacognition about reading: Issuesin definition, measurement, and instruction
    Jacobs Paris Children ' s metacognition about reading :Issues in definition [1987]
  • Children and adults as intuitive scientists
    K uhn Children and adult s as intuitive scientist s [1989]
  • Belief revision in children: The role of priorknowledge and strategies for generating evidence
    Schauble Belief revision in children : T he role of prior knowledgeand strategies for generating evidence [1990]
  • Becomingastrategicreader
    Paris Wixson Becoming a strategicreader [1983]
  • B ey ond the bas ics : A ss ess ing s tudents ' metacognition
    Wilson [1997]
  • An interpretation construction approach toconstructivist design
  • An empirical test of a taxonomy of responses to anomalous data in science
    Brewer.W.F. Chinn,C.A. An empirical test of a taxonomy ofresponses to anomalous data in science [1998]
  • A validation s tudy of an ins trument des igned tom eas ure m etacog nition of p roblem s olving
    Sigler [1997]
  • A rg um entation s tructure and metacog nitionin cons tructing shared knowledg e at school
    Mason Santi [1994]
  • A review on formal reasoning and science teaching
    Lawson [1985]
  • A microgenetic study of learning about the molecular theoryof matter and chemical reactions
    Chinn A microg enetic s tudy of learning about the moleculartheory of matter and chemical reactions [1997]
  • A microg enetic s tudy of s cientif ic reas oning ins ocial contex t
    Ander sen [1998]
  • A met acognitive learning cycle: A better warranty forstudent under standing
    Blank [2000]
  • A constructive view oflearning science