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1.
Maureen W. Lovett Léa Lacerenza Maria De Palma Nancy J. Benson Karen A. Steinbach Jan C. Frijters 《Teaching and Teacher Education》2008
In this paper, we ask what constitutes effective professional development for teachers faced with struggling readers in high school. Metacognitive teacher training, instructional coaching, mentorship, and collaborative learning are considered. We describe a professional development model preparing high school teachers to teach PHAST PACES, a remedial reading program. A metacognitive teaching style and specific skills for teaching comprehension and decoding strategies were emphasized. Teachers provided high positive ratings regarding the usefulness of the training, and attributed to the training an increased sense of efficacy in improving student outcomes and understanding reading problems. A comparison of student outcomes for teachers’ first and subsequent classes suggested that the professional development model promotes better outcomes on more complex skills. 相似文献
2.
Changes in the relation between cognitive and metacognitive skills during the acquisition of expertise 总被引：2，自引：0，他引：2
Marcel Veenman Jan J. Elshout 《European Journal of Psychology of Education - EJPE》1999,14(4):509-523
This paper focuses on the transformation of general metacognitive skills of novices into domain-specific regulatory procedures of experts, and the relation of those skills to intelligence. Research has shown that the general metacognitive skills of novices, although partly correlated to intelligence, additionally contribute to learning outcome on top of intelligence. The metacognitive skills of experts appear to be domainspecific and unrelated to intelligence. Two experiments were conducted. The objective of the first experiment was to confirm and generalize these earlier results concerning the relation of intellectual ability, metacognitive skillfulness and learning of novices vs. advanced subjects. The objective of the second experiment was to investigate this relation under different conditions of task complexity. It was hypothesized that advanced subjects would regress to more novice-like behavior under very complex learning conditions (i.e., general metacognitive skills and intelligence would re-appear as combined predictors of learning outcome). On the other hand, low intelligent novices, irrespective of their metacognitive skillfulnes, were expected to fail on very complex problems. Results partly confirmed these hypotheses. Implications for the conditions under which metacognitive experiences should be implemented, are being discussed. 相似文献
3.
This article investigates a complex Aptitude Treatment Interaction (ATI), of intelligence and metacognitive skill as aptitudes with structuredness of learning environment as treatment. A more structured learning environment is usually regarded as beneficial to learning in low intelligence students, whereas it may not affect or may even interfere with learning in high intelligence students. The overall analyses of four studies are presented, including a total of 99 subjects. High and low intelligence novices passed through either structured or unstructured simulation environments in the domains of heat theory, electricity, or statistics. Thinking-aloud protocols were analyzed in order to assess the metacognitive skillfulness of subjects. Several learning tests were administered, assessing both declarative and procedural domain knowledge. The results show that structuredness of learning environment did not affect learning in high intelligence subjects, irrespective of their level of metacognitive skillfulness. However, the structured learning environment yielded enhanced learning performances in low intelligence subjects with a low level of metacognitive skillfulness, while it interfered with learning in low intelligence subjects with a relatively high level of metacognitive skillfulness. 相似文献
4.
The first objective of this study was establishing to what extent metacognitive skill is associated with intelligence. As a second objective, the impact of hints on the execution of metacognitive skills was investigated. Both issues have major implications for the training and transferability of metacognitive skills during performance on a representative school task. First, a standardized intelligence-test was administered to a group of first-year secondary-school students. Next, these students solved six math word problems, three without metacognitive hints and three including these hints. Metacognitive skilfullness was assessed through systematical observation, while learning performance consisted of performance on a math task and grade point average (GPA). Results show that without hints metacognitive skilfulness is the main predictor of initial learning, while intelligence additionally enters the regression equation after the presentation of metacognitive hints. GPA also appears to be predicted by a combination of intellectual and metacognitive skills. Consequences for the early acquisition of metacognitive skills are discussed. 相似文献
5.
This study shows the results of a two-year longitudinal study where the same participants were followed for two consecutive years as they enter secondary school (aged 12–14 years). The main issue was to investigate the development of both the quantity and the quality of metacognitive skills. Another issue was to establish whether the development of metacognitive skillfulness is intelligence-related or relatively intelligence-independent. Finally, the generality vs. domain-specificity of developing metacognitive skillfulness was investigated. Thirty-two secondary school students participated in this study. While thinking aloud they performed two different tasks representing two different domains: A text-studying task for history and a problem-solving task for math. Participants' intellectual ability, metacognitive skillfulness and learning performance were assessed. Results show a quantitative as well as a qualitative growth in metacognitive skillfulness. Furthermore, results of both years show that metacognitive skillfulness contributed to learning performance (partly) independent of intellectual ability. A parallel development of metacognitive and intellectual ability was found. Finally, metacognitive skills predominantly appear to be general. Domain-specific metacognitive skills, however, played a substantial, but minor role as well in both years. Instructional implications are being discussed. 相似文献
6.
Manita van der Stel Marcel V. J. Veenman 《European Journal of Psychology of Education - EJPE》2014,29(1):117-137
In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are components of metacognitive skillfulness. The first objective was to gain insight in the development of both quantity and quality of metacognitive skills in young adolescents (aged 12–15 years). The second objective was to establish whether development of metacognitive skills is intelligence related or relatively intelligence independent. Finally, the generality vs. domain specificity of developing metacognitive skills was investigated. In a 3-year longitudinal study, participants performed two different tasks (text studying and problem solving) in two different domains (history and math), while thinking aloud. Results show that between the age of 12 and 15 years, metacognitive skills do not develop linearly or at the same pace. Furthermore, metacognitive skills contribute to learning performance, partly independent of intellectual ability. Finally, the results show that metacognitive skills appear to be predominantly general by nature over the years. Although a smaller domain-specific component was found as well in the first 2 years, this component disintegrated in the third year. The age around 15 years appears to be a relevant point in time during the developmental trajectory of metacognitive skills: Growth is (temporarily) put on hold, while the nature of these skills becomes fully general. 相似文献
7.
Metacognitive control is an important factor for successful learning and has been shown to increase across childhood and adolescence. Only few studies have attempted to investigate the cognitive processes and psychological mechanisms that subserve metacognitively-based control and the development thereof. Accordingly, the aim of the current study was to gain an insight into the cognitive and psychological correlates that relate to metacognitively-based control processes. Specifically, we were interested in two measures of metacognitive control: learners’ ability to self-regulate their study time in a study time allocation paradigm, as well as the efficiency with which they allocated their study time. It was of particular interest to explore the relation between declarative metamemory and procedural metacognitive skills. In addition, we assessed learners’ general cognitive and executive abilities. We tested a group of 10-year olds and a group of adults. Surprisingly, and in contrast to previous studies, the current study does not support a relation between declarative metamemory and procedural skills, or executive functions and intelligence and procedural skills. We interpret our results in line with a dual systems view of metacognitive abilities and further speculate whether procedural skills might become increasingly independent and automated with age. 相似文献
8.
This article describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. We emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential. We share the effects on our students' learning and on our teaching. We also offer recommendations for teacher educators to incorporate Metacognitive Journals in their practice 相似文献
9.
Metacognition is an integral component of a self-regulated approach to learning. The present study examined the relationships between academic self-efficacy and perceptions of one's own competence in memory and reasoning abilities, and their role in predicting the Self-confidence trait. The study also aimed to determine the role of key classroom factors (goal orientation and self-efficacy with the teacher) in predicting self-beliefs, the Self-confidence trait and academic achievement in Year 6 students (N = 177). EFA and Path analysis were used to determine these relationships. The hypothesised path model was tested in a simultaneous fashion of the entire system of variables to determine whether or not hypothesised relationships were consistent with data. The results suggest that academic self-efficacy and metacognitive competency beliefs define a broad factor—Metacognitive Beliefs—which serves as a key predictor of Self-confidence. Mastery goal-orientation and self-efficacy with teacher predicted Metacognitive Beliefs and, indirectly, Self-confidence. Students with stronger Metacognitive Beliefs were less engaged in self-handicapping behaviours. Known common factors—intelligence, gender and a proxy for SES, school fees—were controlled for. The present study has important implications for both metacognitive theory and educational practice. 相似文献
10.
Naoyuki Takeuchi Takayuki Mori Yoshimi Suzukamo Shin‐Ichi Izumi 《Mind, Brain, and Education》2019,13(3):167-175
Metacognitive functions are important for both teachers and students to facilitate teaching and learning. The prefrontal cortex (PFC) plays a proven role in metacognition. As a pilot study, we evaluated the PFC activity of teachers and students using near‐infrared spectroscopy devices to explore the neural mechanism of PFC underlying metacognitive function during teaching and problem‐solving processes. In 14 student‐teacher pairs, participants in the teacher role gave hints via a tablet screen to facilitate solving of a tangram puzzle task by participants in the student role. The PFC activity of teachers increased after giving hints but not while planning hints. The PFC activity of students increased upon task solving after receiving hints. The PFC of teachers might play a metacognitive role in monitoring their own teaching results. The PFC activity of students might be related to the creativity process after gaining insights, as well as metacognitive process for monitoring their own behavior. 相似文献
11.
This study examined the impact of teaching creativity in the form of associative thinking strategies within a metacognitive framework. A representative sample of 30 university design students was selected from a larger section (N = 122) to participate in a 16-week supplemental course. Each week a new creative thinking strategy was integrated with activities to encourage metacognitive skill development. Upon completion of the course the treatment group had significantly higher scores on fluency and originality measures compared with their matched peers. In addition, students in the treatment condition received higher ratings on a summative domain-specific project judged by external design experts. Metacognitive Awareness Inventory scores increased for the treatment group but were stable over time for the comparison group. 相似文献
12.
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
13.
Marion Porath 《International journal for the advancement of counseling》1998,20(4):289-299
Gender differences in young highly able children's psychosocial development were investigated using child and teacher ratings of prosocial behavior and peer acceptance. Developmental patterns were addressed by studying two groups – children in the primary grades (1 and 2) and children in grades 3 to 7. No gender differences were found on teacher or child ratings in the younger group. In the older group, gender differences favoring girls were found on teacher ratings of prosocial behavior and peer acceptance. Comparisons of child and teacher ratings by gender showed that the older boys viewed themselves as demonstrating more social skills and as being more accepted by peers than their teachers did. Implications for education and counselling are discussed. 相似文献
14.
This paper presents a study on mathematical problem solving in third-grade pupils. The relationship between mathematics, metacognition
and intelligence was investigated in children with (n = 191) and without mathematical learning disabilities (n = 268). A significant relationship was found between prediction, evaluation, intelligence, procedural and mathematical fact
retrieval skills in children without mathematical learning disabilities. In the children with mathematical learning disabilities
a relationship was found between metacognitive and procedural skills. No such relationship was found between intelligence
and metacognition or between metacognition and mathematical fact retrieval skills. In addition it was investigated if children
with mathematical learning disabilities had less adequate metacognitive skills than peers without learning problems. At group
level significant differences were found between both groups. However on analyzing these results further, it was found that
four out of five children with combined mathematical learning disabilities, half of the children with procedural disabilities
and only 5% of the children with a retrieval deficiency had low metacognitive skills. Furthermore, metacognitive problems
were found in one out of five children without learning disabilities. Moreover, a majority of the children with mathematical
learning disabilities and inadequate metacognitive skills had problems with prediction and evaluation skills. Most third graders
with low metacognitive skills only appeared to have problems predicting the level of difficulty of tasks. Inaccurate evaluations
were found on a more regular basis in children with mathematical learning disabilities and inadequate metacognitive skills
as opposed to the sample of children with inadequate metacognitive skills but without learning difficulties, where their occurrence
was rather a one off. The implications of this study for diagnosis and treatment will be discussed later in this paper. 相似文献
15.
一项基于元认知策略的大学英语听力教学实证研究 总被引：1，自引：0，他引：1
元认知策略是对学习过程的计划、监控、评估的过程,国内外研究证明听力策略培训对提高英语学习者的听力理解能力有一定的促进作用。文章报告了一项对大学非英语专业大二学生进行的为期一学期的元认知策略培训的实验研究,结果证明元认知策略在提高学生听力水平方面的有效性。 相似文献
16.
G?khan ?zsoy 《Asia Pacific Education Review》2011,12(2):227-235
The aim of this study is to determine fifth-grade students’ metacognitive knowledge and skills and its relationship with mathematics
achievements. A total of 242 primary school students from six different schools were participated in the study. Turkish version
of Metacognitive Knowledge and Skills Assessment (MSA-TR) was used to measure metacognitive knowledge and skills. The results
demonstrated a significant and positive relationship (r = .648, p < .01) between metacognition and mathematics achievement. Furthermore, research results showed that 42% of total variance
of mathematics achievement could be explained with metacognitive knowledge and skills. 相似文献
17.
在该项研究中,笔者首先使用元认知策略量表调查了英语专业40名大学生的策略使用情况,结果显示大部分学生极少使用策略。通过一学期写作教学中的元认知策略培训后,学生写作能力有较明显的提高并具有了一定的元认知意识,还掌握了一系列元认知策略,如计划监控评估。 相似文献
18.
The interpersonal cognitive problem-solving (ICPS) skills (i.e., means-ends thinking, identified obstacles, alternative solutions, consequential thinking) of 150 families (father, mother, and child 6-11 years old) were assessed via written tests and problem-solving behavioral performance. The interrelationships of ICPS written and behavioral problem-solving skills were examined, as were the relationships of each of these measures of problem solving to both parent and teacher indices of child adjustment. IQ, as measured by the age-appropriate Wechsler scale, was partialed out. Results indicated some ecological validity of written alternatives and consequential tests for children and means-ends tests for parents. Neither parents' nor children's written ICPS scores nor problem-solving behavior were systematically related to either teacher or parent ratings of child adjustment. However, a behavioral index of parental facilitation of child problem solving was significantly related to all problem-solving behaviors and some written ICPS measures. Results are discussed in terms of the role of ICPS skills in child adjustment, the potential limits of ICPS measures in therapy outcome, and the manner in which children learn interpersonal cognitive problem solving. 相似文献
19.
李冰 《南昌教育学院学报》2012,(8):155+157
本文对新疆财经大学2011级学生进行了问卷调查。结果表明,非英语专业大一本科生使用听力元认知策略的频率偏低,使用最多的是选择注意策略,使用最少的是计划策略。并且元认知策略使用频率与成绩呈正相关,高分者和低分者在元认知策略使用频率上呈显著性差异。 相似文献
20.
Cognitive,metacognitive, and motivational aspects of problem solving 总被引：12，自引：0，他引：12
This article examines the role of cognitive, metacognitive, and motivational skills in problem solving. Cognitive skills include instructional objectives, components in a learning hierarchy, and components in information processing. Metacognitive skills include strategies for reading comprehension, writing, and mathematics. Motivational skills include motivation based on interest, self-efficacy, and attributions. All three kinds of skills are required for successful problem solving in academic settings. 相似文献