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1.
The present study investigates the differential effects of cooperative learning with or without metacognitive instruction on making sense of graphs. Participants were 196 eighth-graders who studied in six classrooms. Data were analyzed by using quantitative and qualitative methods. Results indicated that students who were exposed to the metacognitive instruction within cooperative learning (COOP + META) significantly outperformed their counterparts who were exposed to cooperative learning with no metacognitive instruction (COOP). The positive effects of COOP + META were observed on both graph interpretation and graph construction (transfer task) with regard to alternative conceptions. Furthermore, observations indicated differential characteristics of discourse behaviors during small group interaction under these methods. The practical implications of the study are discussed. 相似文献
2.
The main purpose of the present study was to investigate the differential effects of Computer Algebra Systems (CAS) and metacognitive training on mathematical reasoning. Participants were 83 students (boys and girls) who studied algebra in four eighth‐grade classrooms randomly selected to four instructional methods: CAS embedded within metacognitive training (CAS +META), metacognitive training without CAS learning (META), CAS learning without metacognitive training (CAS) and CONT learning without CAS and metacognitive training (CONT). Results showed that the CAS +META condition significantly outperformed the META and the CAS conditions, who in turn significantly outperformed the CONT condition on aspects of mathematical reasoning. No significant differences were found between the META and CAS conditions. In addition, the study found that the metacognitive students (CAS +META and META conditions) outperformed their counterparts (CAS and CONT) on their metacognitive knowledge. This paper describes research whose main focus is the use of Computer Algebra Systems (CAS) in mathematics classrooms and the didactical possibilities based on the IMPROVE method linked with its use.Les effets du système d'algèbre par informatique (CAS) sur une formation métacognitive en raisonnement mathématique. Le but principal de la présente étude était d'explorer les effets différentiels du CAS et d'une formation métacognitive en raisonnement mathématique. Les participants étaient 83 élèves (garçons et filles) qui étudiaient l'algèbre dans les classes (eighth-grade) choisies au hasard avec 4 méthodes d'instruction. CAS enchassés à l'intérieur d'une formation métacognitive (CAS +META) métacognitive sans CAS (META), apprentissage CAS sans formation métacognitive (CONT) et apprentissage sans CAS + formation métacognitive (CONT). Les résultats ont montré que la formule CAS + META a surpassé de façon significative les formules META + CAS qui a leur tour ont surpassé la formule CONT quant aux aspects du raisonnement mathématique. Il n'y a pas de différences entre les formules META et CAS. De plus l'étude a montré que les élèves soumis aux conditions CAS +META et META ont obtenu de meilleurs résultats que leurs condisciples (CAS et CONT) quant à leurs connaissances métacognitives cet article décrit des recherches dont le but principal est l'utilisation du CAS dans les classes de mathématiques et les possibilités didactiques fondées sur la méthode IMPROVE à son usage.Wirkungen des Computer Algebra Systems (CAS) mit metacognitivem Training auf mathematisches Denken. Der Hauptzweck der gegenwärtigen Studie war, die unterscheidenden Wirkungen des Computer Algebra Systeme (CAS) und der metacognitiven Ausbildung auf mathematische Überlegung zu untersuchen. Teilnehmer waren 83 Studenten (Jungen und Mädchen), die Algebra in vier zufällig ausgewählten Klassen der achten Stufe in vier Unterrichtsmethoden studierten: CAS eingebettet in metacognitive Ausbildung (CAS + Meta), metacognitive Ausbildung ohne CAS (Meta), CAS Lernen ohne metacognitive Ausbildung (CAS) und CONT Lernen ohne CAS und metacognitive Ausbildung (CONT). Die Ergebnisse zeigten dass die CAS + Meta-Bedingung die Meta- und die CAS Bedingungen signifikant übertraf, die wiederum die CONT Bedingung bedeutend in Bezug auf Aspekte mathematischen Denkens überflügelten. Keine bedeutsamen Unterschiede wurden Zwischen den Meta und CAS Versionen wurden keine bedeutsamen Unterschiede gefunden. Außerdem ergab die Studie, dass die Studenten der metacognitiv unterrichteten Gruppe (CAS + Meta- und Metabedingungen) ihre Pendants (CAS und CONT) in Bezug auf ihr metacognitives Wissen übertrafen. Dieses Papier beschreibt Forschung, deren Hauptfokus auf der Verwendung von Computer Algebra Systemen (CAS) in Mathematikklassen ist und die didaktischen Möglichkeiten, die auf der mit ihrer Verwendung verbundenen IMPROVE Methode basieren. 相似文献
3.
The present study investigated effects of two hypermedia environments on 95 preservice university teachers' self-regulated learning (SRL) in the context of technological pedagogical content knowledge (TPCK): hypermedia with metacognitive instruction (HYP + META) and without (HYP). The study combined online reflections with self-report measures to assess SRL processes. Results showed that exposure to metacognitive support using the IMPROVE self-questioning method may enhance preservice teachers' ability to reflect on and regulate their learning processes. This, in turn, can develop their TPCK, both as learners (comprehension skills) and as teachers (design skills). Further analysis indicated high correlations within SRL measures (self-reports, online reflections) and between SRL and TPCK tasks. Implications are discussed for teacher training in SRL-integrated TPCK contexts. 相似文献
4.
《The Journal of educational research》2012,105(5):292-300
Abstract The effects of 3 instructional methods on mathematical reasoning were investigated. The methods are (a) cooperative learning embedded within multilevel metacognitive training (MMT), (b) cooperative learning embedded within unilevel metacognitive training (UMT), and (c) learning in the whole class with no metacognitive training. MMT was implemented in mathematics and English classrooms; UMT was used only in mathematics classrooms; and the whole class with no metacognitive training served as a control group. Results indicated that students who were exposed to MMT significantly outperformed their counterparts who were exposed to UMT who, in turn, significantly outperformed the control group. Effects of MMT were observed on students while they solved mathematical problems. Theoretical and practical implications of the study are discussed. 相似文献
5.
Toward an Understanding of Authentic Learning: Student Perceptions of an Authentic Classroom 总被引：1，自引：0，他引：1
Nicaise Molly Gibney Terresa Crane Michael 《Journal of Science Education and Technology》2000,9(1):79-94
Advocates of educational reform often describe classroom instruction as inauthentic. That is, most classroom learning activities are structured around artificial contexts for learning, and students only engage in tasks and remember information at superficial levels. Some teachers are attempting to break traditional classroom practices by creating authentic contexts for learning. To date, most of the research on authentic classrooms has described the processes teachers have used to develop the classroom environment (learning activities, resources, etc.); however, few have examined authentic classrooms from the students' perspective: “What do students think about authentic classrooms?” The purpose of this qualitative study was to examine a unique learning environment at a large, Midwest high school to understand how students perceived that environment. Most of the students reported a positive experience and described the classroom as fun and exciting with real-world relevance. However, there were several students who did not share these views, and many students were not successful.
相似文献6.
Structuring cooperative learning activities has been shown to be an effective technique for integrating handicapped and nonhandicapped students. Previous research in this area has focused on the relative effects of cooperative versus competitive and individualistic learning situations upon peer relations and academic achievement. Few investigations have examined the various elements within the cooperative learning model that appear to promote positive peer interactions among handicapped and nonhandicapped students. The present study evaluated the influence of collaborative skill instruction versus no collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. These data reveal that students receiving collaborative skill instruction interacted more positively with one another than those who did not receive the instruction. 相似文献
7.
Materials science, which entails the practices of selecting, testing, and characterizing materials, is an important discipline
within the study of matter. This paper examines how third grade students’ materials science performance changes over the course
of instruction based on an engineering design challenge. We conducted a case study of nine students who participated in engineering
design-based science instruction with the goal of constructing a stable, quiet, thermally comfortable model house. The learning
outcome of materials science practices was assessed by clinical interviews conducted before and after the instruction, and
the learning process was assessed by students’ workbooks completed during the instruction. The interviews included two materials
selection tasks for designing a sturdy stepstool and an insulated pet habitat. Results indicate that: (1) students significantly
improved on both materials selection tasks, (2) their gains were significantly positively associated with the degree of completion
of their workbooks, and (3) students who were highly engaged with the workbook’s reflective record-keeping tasks showed the
greatest improvement on the interviews. These findings suggest the important role workbooks can play in facilitating elementary
students’ learning of science through authentic activity such as engineering design. 相似文献
8.
《Australian Journal of Learning Difficulties》2013,18(1):13-34
Children with general learning difficulties commonly show lower school success and have a slower rate of learning. They show limited and inefficient strategy use in all kinds of tasks. Efficient strategy use requires a certain degree of metacognitive knowledge and executive control. A sample of 16 children (ages 8 to 12) with learning difficulties participated in a 3-month metacognitive training intervention that alternated between curriculum-related and curriculum-unrelated tasks. The children were indirectly taught cognitive and metacognitive strategies by means of guided prompting. The application of the strategies and the children's metacognitive knowledge were evaluated through observation of their behavior and verbalizations. Children showed progress in strategy use and metacognitive knowledge in both types of tasks, but it was only in the more concrete strategies that a positive correlation was found between application and quality of reflection. It is hypothesized that children perceived these concrete strategies to be of most practical value and they were therefore able to reflect most accurately on their use. 相似文献
9.
School tasks interact with student motivation, cognition, and instruction to influence learning and achievement. Heeding calls for additional research linking motivational and cognitive factors in learning and instruction on specific tasks within authentic classroom settings we quantitatively and qualitatively track 90 tenth‐grade science students’ motivation, reported use of learning strategies, achievement, calibration, and task perceptions as they engage in a well‐structured task (WST) and an ill‐structured task (IST). Students achieved higher grades on, and reported more ease and value for, the WST whereas they utilised critical thinking and peer learning strategies more on the IST. Lower academic achievers calibrated their achievement less accurately on each task and experienced lower grades, interest, ease, and management capability on the IST. Conversely, higher academic achieving students reported more self‐efficacy and effort regulation and lower anxiety and elaboration on the IST. Motivation – notably less intrinsic goal orientation in low academic achievers and higher task value and self‐efficacy – predicted performance on the IST. The structure of tasks may provide prompts that illicit unique self‐regulated learning responses in students. 相似文献
10.
This experiment studied the separate effects on student achievement and time on-task of three components of the team learning technique, Student Teams-Achievement Divisions (STAD): cooperative rewards, group tasks, and a focused schedule of instruction. The subjects were 336 fourth and fifth grade students in 14 classes who studied language mechanics for nine weeks in one of five treatments. The results of a curriculum-specific achievement test and behavioral observation of time on-task indicated significantly greater performance in cooperative than traditional reward structures, but significantly lower performance in group than individual task structures. The focused schedule was found to be an important component of STAD in increasing academic achievement. 相似文献
11.
Eva Guterman 《Journal of Research in Reading》2002,25(3):283-298
This paper focuses on research that aimed to provide a theoretical–practical framework to link literacy assessment practice with learning theory. An experimental study was designed with reference to three theoretical axes: ‘metacognitive awareness’ theory, ‘schema’ theory and the Vygotskian ‘zone of proximal fevelopment’. The study tested the effect of using written metacognitive awareness guidance (MCAG) as a tool for activating and engaging learners’Habits of Mind while processing authentic reading assessment tasks taken from Israeli kits of assessment tasks (Guterman, 2000). The study on 300 Grade–4 pupils used three modalities: a control group, which received no treatment; a placebo group, which received content instructions (CI); and a treatment group, which was given written MCAG. The findings confirmed that applying metacognitive awareness guidance to reading assessment tasks makes a difference in the learners’ level of performance and achievement on those tasks, and also increases learners’ chances of internalising the guidance components. 相似文献
12.
The purpose of this study is to investigate whether or not the use of video can have a positive effect on satisfaction, empathy, and learning achievement in problem-based instruction among Korean college students majoring in education. To achieve this purpose, this study compared the findings from three dependent variables in problem-based video instruction with those in problem-based text instruction. The results indicate that there were statistically significant differences in learner satisfaction, empathy, and learning achievement between students who received problem-based video instruction and students who received problem-based text instruction. Consequently, the findings of this study imply that video can be an effective medium to present authentic situations in order to enhance student satisfaction, empathy, and learning achievement in problem-based instruction. This study might be significant in expanding the potential use of problem-based video instruction and in establishing an example of problem-based video instruction for Korean college students majoring in education. 相似文献
13.
Loredana Mihalca Christoph Mengelkamp Wolfgang Schnotz 《Metacognition and Learning》2017,12(3):357-379
A possible explanation for why students do not benefit from learner-controlled instruction is that they are not able to accurately monitor their own performance. The purpose of this study was to investigate whether and how the accuracy of metacognitive judgments made during training moderates the effect of learner control on performance when solving genetics tasks. Eighty-six undergraduate students solved self-selected genetics tasks using either a full learner control or a restricted learner control. Results indicated that learner control effectiveness was moderated by the absolute accuracy (i.e., absolute bias) of metacognitive judgments, and this accuracy was a better predictor of learning performance for full learner control than for restricted learner control. Furthermore, students’ prior knowledge predicted absolute accuracy of both ease-of-learning judgments (EOLs) and retrospective confidence judgments (RCJs) during training, with higher prior knowledge resulting in a better absolute accuracy. Overall, monitoring guided control, that is, EOLs predicted time-on-task and invested mental effort regardless of the degree of learner control, whereas RCJs predicted the total training time, but not the number of tasks selected during training. These results suggest that monitoring accuracy plays an important role in effective regulation of learning from problem-solving tasks, and provide further evidence that metacognitive judgments affect study time allocation in problem solving context. 相似文献
14.
Effects of metacognitive and elaborative activity on cooperative learning and transfer 总被引：1，自引：0，他引：1
Celia O. Larson Donald F. Dansereau Angela M. O'Donnell Velma I. Hythecker Judith G. Lambiotte Thomas R. Rocklin 《Contemporary educational psychology》1985,10(4):342-348
The effects of instructing pairs of students to engage in metacognitive activities (error correcting and key idea detection), elaborative activities (use of imagery, analogies, etc.), or neither during cooperative learning were examined for both initial cooperative learning and transfer to an individual learning task. The results suggest that metacognitive activity facilitates cooperative learning and elaborative activity facilitates transfer to individual learning. These findings have strong implications for the tailoring of cooperative learning strategies to instructional goals. 相似文献
15.
Bernadet de Jager Margo Jansen Gerry Reezigt 《School Effectiveness & School Improvement》2013,24(2):179-196
Constructivist ideas have influenced recent major innovations in Dutch secondary education and new curricula for reading and math in primary education, for example, pay much more attention to metacognition than before. In our study, we compared the growth of student metacognition in varying learning environments, direct instruction, and cognitive apprenticeship in primary school. The study also included a control group of teachers. In order to measure metacognition we developed a questionnaire, with separate parts for metacognitive skills and metacognitive knowledge. In the item selection procedure we made use of item response modeling. It was found that in the direct instruction and the cognitive apprenticeship group the pupils had higher scores on metacognitive skills and metacognitive knowledge compared to the control group pupils. No clear differences were found between direct instruction and cognitive apprenticeship. Interactions of learning environment and student intelligence were non-significant for both output measures. 相似文献
16.
Effect of Cooperative Learning Strategies on Students' Understanding of Concepts in Electrochemistry 总被引：1，自引：0，他引：1
Burcin Acar Leman Tarhan 《International Journal of Science and Mathematics Education》2007,5(2):349-373
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional
approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from
two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry
Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed.
According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified.
The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group
(cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered
to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative
learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach.
According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful
in remediation of the predetermined misconceptions. 相似文献
17.
Bettie C. Starr 《Community College Journal of Research & Practice》2013,37(4):427-438
Research in cognitive and social psychology is beginning to suggest strategies which will allow us to improve students’ learning and thinking skills. Classroom studies using four teaching strategies based on research in these areas will be described. The four techniques are: using modified cooperative learning groups within classes; linking upper‐ and lower‐level classes for metacognitive instruction; using short‐term, coached cooperative learning groups; and using student mentors. A common factor in the four techniques is that students think aloud in groups as they solve problems or discuss controversial issues. Modified cooperative learning groups were successful in upper‐level courses. Thinking and learning skills improved in these classes. However, in lower‐level courses, particularly those which contained underprepared students, more guidance (modeling, coaching and structure) was needed than was available within most peer cooperative groups. Modeling and coaching were provided by linking students from upper‐level courses with lower‐level students on short‐term, issue‐based projects and for semester‐long classes. Such arrangements result in what Collins, Brown and Newman (1989) have termed cognitive apprenticeships. Cognitive apprenticeships lead to improved attitudes toward the content area, perception of improved cognitive skills and some gains in content mastery. 相似文献
18.
The present study builds on research that indicates that teachers play a key role in promoting those interactional behaviours
that challenge children’s thinking and scaffold their learning. It does this by seeking to determine whether teachers who
implement cooperative learning and receive training in explicit strategic questioning strategies demonstrate more verbal behaviours
that mediate children’s learning than teachers who implement cooperative learning only. The study also sought to determine
whether students who receive training in explicit questioning strategies demonstrate more explanatory behaviour than their
untrained peers, and, as a consequence, do these same students demonstrate more advanced reasoning and problem-solving skills
on follow-up reasoning and problem-solving tasks. The study involved 31 teachers in two conditions, the cooperative + strategic
questioning condition and the cooperative condition, and two groups of students from each teacher’s classroom. The results
show that the teachers in the cooperative + strategic questioning condition used significantly more mediating behaviours than
their peers in the cooperative condition. The study also showed that the children in these teachers’ classes engaged in more
elaboration and obtained significantly higher scores on the follow-up reasoning and problem-solving tasks. The study demonstrates
the importance of explicitly teaching strategic questioning strategies to children during cooperative learning. 相似文献
19.
Manoli Pifarré Ruth Cobos 《Educational technology research and development : ETR & D》2009,57(6):787-799
The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students
who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat.
Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was
used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed
over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour
and improve the development of metacognitive knowledge. 相似文献
20.
Nesrin Ozturk 《Educational studies》2017,43(3):247-264
For successful reading experiences in native and/or foreign/second language, individuals need to benefit from not only cognitive strategies but also metacognitive strategies. Although research found reading comprehension and performance increase following metacognitive trainings, such findings may not transfer into mainstream classrooms as easily for several reasons. This study, therefore, aimed to disseminate the phenomenon of teaching metacognition with an emphasis on teacher’s instrumental role during classroom learning. More specifically, it investigated language instructors’ metacognition and their self-reported competencies for teaching metacognition. It also examined whether and how self-reported competencies changed following a professional development (PD) module of teaching for metacognition. Utilising Metacognitive Awareness Inventory (MAI) and think aloud protocols for instructional planning, this study found most participants were either highly metacognitive or metacognitive individuals. It was also found that most participants were initially not knowledgeable about and/or competent in teaching metacognition. Following PD, highly metacognitive teachers developed authentic lesson plans manifesting metacognition instruction while metacognitive teachers adopted similar instructional designs presented during the PD. Besides, half of the participants appreciated teaching metacognitively following the PD. Finally, under the light of these findings, future research and policy adjustments were proposed. 相似文献