과학중점고 학생들의 메타인지 형성과 발전에 대한 사례 연구

Abstract

Objectives This study aims to identify the components of metacognition by analyzing the generations and results of meta-cognition and the context that affects it in science core high school students, and the context that affects it.
 Methods The researcher conducted in-depth interviews on the topic of meta-cognition with science core high school students and analyzed the raw data line by line. The researcher derived individual themes from the research participants, organized these themes into categories at the level of commonality, and analyzed them using the case study analysis method suggested by Yin (2014).
 Results A total of 47 themes were derived as a result of the study, and the researcher aggregated them to a more abstract level in terms of the commonality of learning experience and presented categories. The categories were derived from 10 categories: detailed observation, scientific thinking practice, experimentalism, cultivation of integrative thinking, intellectual collaboration, self-directed learning, making one's own formula, ability to apply theory, eyes to see the invisible world, and intellectual delight. Finally, it was rearranged into four components: planning, inspection, regulation, belief and intuition, which are the units of analysis of the case study and the components of meta-cognition. In planning, detailed observation, scientific thinking exercise, and experimentalism appeared. In inspection, cultivation of integrated thinking, intellectual collaboration, and self-directed learning were found. In regulation, the ability to create one's own formula and to apply theories was shown. In belief and intuition, it appeared as an eye that can see the invisible world and intellectual delight.
 Conclusions Based on the results of the study, the mechanisms of meta-cognitive generation, expression, context, and outcome of science core high school students were identified. In addition, suggestions were made for the implementation of fun science classes to improve meta-cognition of science core high school students.