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1.
We know that metacognitive students are successful in school (Sternberg Instructional Science 26:127–140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore
teachers’ explicit awareness of their metacognition and their ability to think about, talk about, and write about their thinking
(Zohar Teaching and Teacher Education 15:413-429, 1999). Therefore, the current study investigates teachers’ understanding of metacognition and their pedagogical understanding
of metacognition, and the nature of what it means to teach students to be metacognitive. One hundred-five graduate students
in education participated in this study. The data analysis results, using mixed research method, suggest that the participant’s
metacognitive knowledge had a significant impact on his/her pedagogical understanding of metacognition. The results revealed
that teachers who have a rich understanding of metacognition report that teaching students to be metacognitive requires a
complex understanding of both the concept of metacognition and metacognitive thinking strategies. 相似文献
2.
Wen-Xin Zhang Chia-Yu Wang Yu-Ting Ho 《International Journal of Science Education》2013,35(3):529-553
This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n?=?25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices. 相似文献
3.
Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal
of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and
evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming
tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development
of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an
instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation
of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition.
Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures
students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions
have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument
complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive
orientation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
4.
Koen Luwel Joke Torbeyns Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2003,18(4):425-447
In the research literature several positions concerning the role played by metacognition in adaptive strategy choice can be
distinguished. While many authors adhere so-called metacognitive models of strategy choice and strategy change, others have
questioned the extent to which metacognitive factors are associated with strategy choice and task performance and have proposed
alternative theoretical frameworks wherein strategy choices are described in terms of associative models. In the present article
we report data coming from a larger research project on the development of children’s numerosity judgement strategies and
skills. The experimental task involved judging numerosities of colored blocks presented in a rectangular grid. Participants
were 59 second grade and 50 sixth grade children, whose strategic performance data — obtained by means of a systematic analysis
of their response-time patterns — were compared with interview data collected at the end of the experiment. The major result
of this comparison is that not only the children from the oldest age group, but also the children from the youngest age group
showed clear evidence of metacognitive awareness and understanding of different aspects of their strategic performance. 相似文献
5.
Norbert Jauśovec 《Roeper Review》2013,35(3):210-214
This study investigates the relationship between giftedness and strategic flexibility using cognitive training methodology. The two experiments showed that the metacognitive training influenced strategic flexibility and metacognition of students. The results further showed that it is much easier to enhance performance on closed problems than with open problems which call for creativity. 相似文献
6.
根据Flavell提出的元认知概念,写作者可以认识了解自己的写作过程并对该过程实施监控。近些年的相关研究表明元认知与写作密切相关。丰富的元认知知识有助于写作能力、水平的提高。本文介绍了近年来国内外基于该理论的英语写作研究成果,并对如何培养学生的元认知来提高英语写作水平提出了一点看法。 相似文献
7.
Strassman B 《Journal of deaf studies and deaf education》1997,2(3):140-149
The purpose of this article is to review and synthesize the literature linking metacognition and reading in children who are deaf. Although this body of research is sparse, three issues emerge. First, the research implies that current instructional practices used to teach reading to deaf children might actually hinder their development of mature metacognitive knowledge and control. Second, the studies suggest that the low-level reading material typically given to deaf children might not provide the opportunity for them to develop, practice, or use metacognitive strategies. And third, the research shows that deaf students can benefit from metacognitive strategy instruction. 相似文献
8.
Joost Meijer Peter Sleegers Marianne Elshout-Mohr Maartje van Daalen-Kapteijns Wil Meeus Dirk Tempelaar 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):31-52
Interest in the role of metacognition has been steadily rising in most forms of education. This study focuses on the construction of a questionnaire for measuring metacognitive knowledge, metacognitive regulation and metacognitive responsiveness among students in higher education and the subsequent process of testing to determine its validity. Purpose The aim of the study was to construct an original instrument for measuring features of metacognition, henceforth referred to as the Awareness of Independent Learning Inventory (AILI), and further to establish the similarities and differences between this model and existing instruments for measuring metacognition. Sample The AILI questionnaire was distributed to 1058 students in various types of Teacher Training Institutes in the Netherlands and Belgium. The abridged English version of the questionnaire was administered to another sample of 729 students reading Economics and Business Administration at the University of Maastricht in the south of the Netherlands. Design and methods The AILI instrument was constructed on the basis of a facet design along two dimensions: components of metacognition and topics of concern to students in higher education. The data gathered with the instrument was analyzed by means of a generalisability study and a decision study, respectively. The validity of the instrument was investigated by using confirmatory factor analysis. Results The generalisability study showed that the reliability of the instrument was satisfactory. The decision study revealed that the number of items included in the questionnaire could be reduced substantially by leaving out two components of one of the dimensions in the facet design, without losing too much generalisability. The validity study showed that there was a considerable level of congruity between parts of the AILI questionnaire and the relevant parts of the Motivated Strategies for Learning Questionnaire (MSLQ). Conclusions The AILI questionnaire is a reliable and valid instrument for measuring metacognitive knowledge, regulation and responsiveness. It is suitable for use in the evaluation of the effects of interventions that purport to increase metacognitive knowledge, regulation and responsiveness of students in higher education. 相似文献
9.
根据Flavell提出的元认知概念,写作者可以认识了解自己的写作过程并对该过程实施监控。近些年的相关研究表明元认知与写作密切相关。丰富的元认知知识有助于写作能力、水平的提高。本文介绍了近年来国内外基于该理论的英语写作研究成果,并对如何培养学生的元认知来提高英语写作水平提出了一点看法。 相似文献
10.
A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor “learning is constructing” on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non‐metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre‐intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes to students' metacognition as conceptual change. However, this study also shows that contextual factors are key determinants of students' propensity to enhance their metacognition and learning processes. This study highlights the potential of using metaphor as a means to assist teachers and students develop a shared language of learning in classroom settings. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 222–259, 2001 相似文献
11.
Educational psychologists have found that metacognitive calibration predicts learning outcomes in self‐regulated learning. In this research the authors apply theories of metacognition from educational psychology and postulate that metacognitive calibration influences learning time and performance in online learning. Data gathered from 230 college students who completed online self‐regulated assignments in an introductory information systems course confirms that higher calibration accuracy leads to better performance on assignments, which contributes to higher exam grades. In addition, higher calibration accuracy also reduces the amount of time students spent on the online assignments. However, time spent on the assignments is not a mediator of the effect of calibration on learning performance. This research presents pioneering work in examining a holistic model that assesses the impact of metacognition in online learning on both assignment and exam level learning outcomes using field data collected through a natural learning setting. The findings highlight the need to include metacognitive calibration as one of the learner characteristics in research models addressing student performance in online learning. 相似文献
12.
《Australian Journal of Learning Difficulties》2013,18(2):63-70
Abstract Effective metacognition powerfully supports actioning of complex tasks. The complexity of English orthography makes mastery of reading accuracy (word identification) an extremely complex task. At‐risk readers thus are likely to benefit greatly from effective metacognition of reading accuracy. Optimal reading‐accuracy instruction involves development of conceptual, procedural and conditional knowledges, evidenced in concept and skills development, strategy usage and metacognitive actioning. It is considered likely that metacognition of reading accuracy and metacognition of cognitive processing both support reading‐accuracy mastery in children with reading disability. Student metacognition (baseline and learned) and the role of instructional scaffolding as metacognitive supports are considered integral aspects of skill mastery and generalisation. Needs for research on metacognition in reading‐accuracy development are discussed. 相似文献
13.
L. N. Conner 《Research in Science Education》2007,37(1):1-16
This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high
school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues
associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help
students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding
was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research
reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate
how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more
effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate
their work, produced essays of higher quality. 相似文献
14.
Julie Dangremond Stanton Xyanthe N. Neider Isaura J. Gallegos Nicole C. Clark 《CBE life sciences education》2015,14(2)
Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge—our awareness of our thinking—and metacognitive regulation—how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in a large introductory biology course (n = 245). We coded these assignments for evidence of three key metacognitive-regulation skills: monitoring, evaluating, and planning. We found that nearly all students were willing to take a different approach to studying but showed varying abilities to monitor, evaluate, and plan their learning strategies. Although many students were able to outline a study plan for the second exam that could effectively address issues they identified in preparing for the first exam, only half reported that they followed their plans. Our data suggest that prompting students to use metacognitive-regulation skills is effective for some students, but others need help with metacognitive knowledge to execute the learning strategies they select. Using these results, we propose a continuum of metacognitive regulation in introductory biology students. By refining this model through further study, we aim to more effectively target metacognitive development in undergraduate biology students. 相似文献
15.
Aimee A. Callender Ana M. Franco-Watkins Andrew S. Roberts 《Metacognition and Learning》2016,11(2):215-235
Accurately judging one’s performance in the classroom can be challenging considering most students tend to be overconfident and overestimate their actual performance. The current work draws upon the metacognition and decision making literatures to examine improving metacognition in the classroom. Using historical data from several semesters of an upper-level undergraduate course (N?=?127), we analyzed students’ judgments of their performance and their actual performance for two exams. Students were instructed on the concepts of overconfidence, received feedback on exams, and were given incentives for accurate calibration. We found results consistent with the “unskilled and unaware” effect Kruger & Dunning (Journal of Personality and Social Psychology, 77(6), 1121–1134, 1999) where lower performing students initially displayed overconfidence and the highest performing students initially displayed underconfidence. Importantly, students were able to change both judgments and performance such that metacognitive accuracy improved significantly from the first to the second exam. In a second study, two additional semesters for the same course used in Study 1 were examined (N?=?90). For one of the semesters feedback was not provided, allowing us to determine whether feedback can improve both metacognitive judgments and performance. Our findings revealed significant improvements in performance paired with decreases in overconfidence on Exam 2, but only for students who received feedback about their performance and judgments. We postulate that feedback may be an important component in improvement metacognitive judgments. 相似文献
16.
The development of two observational tools for assessing metacognition and self-regulated learning in young children 总被引：1，自引：1，他引：0
David Whitebread Penny Coltman Deborah Pino Pasternak Claire Sangster Valeska Grau Sue Bingham Qais Almeqdad Demetra Demetriou 《Metacognition and Learning》2009,4(1):63-85
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition
and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools,
although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and
self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described,
including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational
instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence
of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure
of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive
and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The
establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational
tools developed within this study also has clear and significant implications for models and theories of metacognition and
self-regulation. The paper concludes with a discussion of these implications.
相似文献
| David WhitebreadEmail: |
17.
Yehudit Judy Dori Shirly Avargil Zehavit Kohen Liora Saar 《International Journal of Science Education》2018,40(10):1198-1220
ABSTRACTContext-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. 相似文献
18.
Shirley Larkin 《Thinking Skills and Creativity》2009,4(3):149-159
Writing can be viewed as a recursive process involving both cognitive and metacognitive processes. Task, environment, individual cognition and affective processes all impact on producing written text. Recent research on the development of metacognition in young children has highlighted social constructivist and socio-cultural factors. Metacognition is seen as facilitated through collaborative tasks and through talk. This study investigated the peer construction of metacognition in 5-7-year-old children engaged on collaborative writing tasks. Six year 1 and year 2 classes were involved in the project (n = 172). 25 h of video observation data, teacher and researcher reflections and structured field notes were analysed qualitatively using ATLAS ti software. The written texts produced in these sessions were analysed using a qualitative content analysis, looking specifically for evidence of the process of text construction and metacognition. The findings provide evidence of young children's ability to engage in metacognitive talk and to use metacognition intentionally in the co-construction of written texts. The relationships between children and their talk partners mediated the effect of pre-determined ability in literacy. Teachers’ direct questioning aimed at reflection on the writing process did not always support metacognitive dialogues. Drawing on recent models of metacognition and writing the paper highlights the role of social factors in developing metacognition and illustrates the ways in which young children negotiate task demands during shared writing tasks. 相似文献
19.
杜明业 《淮北职业技术学院学报》2014,(6):41-44
基于约翰·弗莱尔的元认知理论,从增强元认知策略意识、培养元认知使用策略能力的角度探讨在英语专业的英美文学课程教学中对学生进行元认知策略培训的问题。研究分为三个阶段：调查反思、策略培训和培训结果分析。研究表明,多种方式的元认知培训能够强化学生的策略意识和策略使用能力,提高文学作品的阅读能力,使文学教学有效果、有效率。 相似文献
20.
Recent research on metacognition points out the crucial role of on-line methods when endeavouring to conduct valid assessments
of metacognitive skills. Presently, different on-line methods are used, however, it is still a question of research whether
and how they affect students’ learning behaviour and learning outcome. Thus, the aim of this study is to quasi-experimentally
analyse the effects of two on-line verbalisation methods on learning performance. By means of the thinking-aloud method, students
in one experimental group (n = 24) were instructed to read and think aloud during learning. With the reflection when prompted method, students of another
experimental group (n = 24) were prompted at each navigational step to reflect on the reasons why they chose specific information. Students in
the control group (n = 22) learned without being instructed to verbalise. All three groups were treated identically except for the different use
of verbalisation assessment methods. The students’ task was to learn the concepts and principles of operant conditioning presented
in a hypermedium within 30 min. The students’ learning sessions were videotaped and learning performance was obtained immediately
afterwards. Based on Ericsson and Simon’s (Protocol analysis: Verbal reports as data, MIT, Cambridge, 1993) model, no performance differences between the thinking aloud and the control group were hypothesised.
However, prompting students for metacognitive reflection should affect learning performance positively, which is confirmed
by the results only in tendency for transfer performance. Implications for on-line assessment methods of metacognitive skill
will be discussed. 相似文献