2022 Volume 45 Issue 1 Pages 23-35
In this study, we used a cognitive expression tool that considers the learning process in the third-grade science class (“the nature of magnets”) that aims for self-adjustment learning. This study aimed to conduct a conceptual transformation, descriptive analysis of maps, and an awareness survey on metacognition.
As a result, the transformation of the concept was grasped, and the effect of establishing the idea was also seen. On the tool, various expressions in linguistic and non-verbal, which are the results of metacognition, were seen. It was found that many children expressed their recognition by devising a method that used both languages and drawing for the technique and results of the experiment. In addition to various sentence formats such as onomatopoeia and metaphor, question-and-answer formats, emphasis, and comparison, features such as numbers and arrows indicating the order and procedure, framework settings, and coloring were observed. In addition, the number of items and various combinations of these characteristics showed the diversity of children’s understanding. From the awareness survey results, it was found that the behavior and knowledge of the child himself were richly expressed by monitoring various expressions and comprehension expressions that depended on the map.
