The Influence of Question Prompts in Ill-Structured Problem Solving on the Improvement of Problem Solving and the Transfer of Metacognitive Strategies
(주)학지사
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- 2017.04.17
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- 2016.01
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서지정보
ㆍ발행기관 : 한국창의력교육학회
ㆍ수록지정보 : 창의력교육연구
ㆍ저자명 : Hyunjung Byun, Hyoseon Choi, Yunkyung Seo
목차
Introduction
Methods
Results
Implications
영어 초록
The study is to investigate the transfer effect of metacognitive strategies in
ill-structured problem solving among undergraduates. Thirty-two undergraduate
students participated in the team based, ill-structured problem solving tasks for three
times; entry, learning and transfer tasks. As a result, students acquired question
prompts as a metacognitive strategy and transferred to the third task which performed
after the treatment. Students took into consideration of essential questions in problem
solving process because the transfer of metacognitive strategies influenced on the
performance of ill-structured problem solving positively. In addition, the awareness of
metacognition has been improved after performing three tasks and using question
prompts in the second task as a metacognitive strategy. As an instructional design
consideration, teacher’s appropriate interruption is suggested in the process of problem
solving considering novice learner’s week steps.
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