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1.
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: |
2.
Catherine Milne Susan Kirch Sreyashi Jhumki Basu Mary Leou Pamela Fraser-Abder 《Cultural Studies of Science Education》2008,3(2):417-434
We engage in a metalogue based on eight papers in this issue of Cultural Studies of Science Education that review the state of conceptual change research and its possible affect on the teaching and learning of science. Our
discussion addresses three aspects of conceptual change research: theoretical, methodological, and practical, as we discuss
conceptual change research in light of our experiences as science educators. Finally, we examine the implications of conceptual
change research for the teachers and students with whom we work.
相似文献
| Catherine MilneEmail: |
3.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
| Chit-Kwong KongEmail: |
4.
Richard Goldsworthy Nancy Schwartz Sasha Barab Anita Landa 《Educational technology research and development : ETR & D》2007,55(6):597-625
This article describes the development and evaluation of STARstreams, a pilot effort to utilize videos and online discussions
in a conflict resolution curriculum that acknowledges the inherent socio-personal aspects of conflict. The STARstreams curricula
includes a set of video-based scenarios depicting conflict situations and potential resolutions to those conflicts, a web-based
conferencing system for cross-classroom discussion of the scenarios, and a handbook to guide teacher implementation of the
curriculum. These materials were evaluated in a 2-week field trial with four geographically diverse 5th and 6th grade classrooms.
The experimental STARstreams curriculum was well-received by participating students and teachers, engendered extensive participation
in online discussions about the scenarios, and had a statistically significant effect on measures of social problem solving,
self-efficacy toward conflict resolution, and perceived value and satisfaction with the materials. The overall program and
its development are described; classroom experiences, online discussion, and quantitative outcome measures are presented;
and implications for future efforts are discussed.
相似文献
| Richard GoldsworthyEmail: |
5.
Many of our cognitive and metacognitive judgments are based on sheer subjective experience. Subjective experience, however,
may be contaminated by irrelevant factors, resulting in biased judgments. Under certain conditions people exert a metacognitive
correction process to remedy such biased judgments. In this study we examine the proposition that even after a judgment has
been corrected to avoid the biasing effects on subjective experience, subjective experience itself remains biased. We asked
participants to judge the difficulty of anagrams for others. When they were aware of having been exposed to the solutions
of some of the anagrams, they corrected their difficulty judgments for these anagrams. Despite this correction, their speeded
choices in a subsequent task disclosed their biased subjective experience that these anagrams were easier to solve. Implications
for the study of metacognition and for the educational domain are discussed.
相似文献
| Ravit NussinsonEmail: |
6.
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with
an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action
metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student
groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme
developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive
activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability.
Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what
appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important
to consider the outcome of metacognition, not just the amount.
相似文献
| Rebecca Lippmann KungEmail: |
7.
Leonard J. Waks 《Learning Inquiry》2007,1(2):83-87
The topic of listening has been broadly neglected in educational studies. This special issue presents studies on the connections
between listening and reflecting in educational contexts.
相似文献
| Leonard J. WaksEmail: |
8.
Faculty experiences of innovative approaches to learning and the changes to their knowledge emerging from such experiences
constitute an important area of inquiry that has to date largely been ignored or has been approached with research methods
ill-suited to examining such experiences. This paper adopts interpretative meta-ethnography as its research framework to investigate
the changes to faculty knowledge that occur when they adopt problem-based learning (PBL). The paper presents themes that emerged
through the analysis and argues for future inquiry.
相似文献
| Claire Howell MajorEmail: |
9.
Robin H. Kay Liesel Knaack 《Educational technology research and development : ETR & D》2009,57(2):147-168
Learning objects are interactive web-based tools that support the learning of specific concepts by enhancing, amplifying,
and/or guiding the cognitive processes of learners. Research on the impact, effectiveness, and usefulness of learning objects
is limited, partially because comprehensive, theoretically based, reliable, and valid evaluation tools are scarce, particularly
in the K-12 environment. The purpose of the following study was to investigate a Learning Object Evaluation Scale for Students
(LOES-S) based on three key constructs gleaned from 10 years of learning object research: learning, quality or instructional
design, and engagement. Tested on over 1100 middle and secondary school students, the data generated using the LOES-S showed
acceptable internal reliability, face validity, construct validity, convergent validity and predictive validity.
相似文献
| Robin H. KayEmail: |
10.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
| Alandeom W. OliveiraEmail: |
11.
Mathematical concepts and conceptions have been theorized as abstractions from—and therefore transcending—bodily and embodied
experience. In this contribution, we re-theorize mathematical conceptions by building on recent philosophical work in dialectical
phenomenology. Accordingly, a conception exists only in, through, and as of the experiences that the individual realizes it.
To exemplify our reconceptualization of mathematical conceptions, we draw on an episode from a study in a second-grade classroom
where the students learned about three-dimensional geometrical objects.
相似文献
| Wolff-Michael RothEmail: |
12.
It is widely recognized that purely cognitive behavior is extremely rare in performing mathematical activity: other factors,
such as the affective ones, play a crucial role. In light of this observation, we present a reflection on the presence of
affective and cognitive factors in the process of proving. Proof is considered as a special case of problem solving and the
proving process is studied adopting a perspective according to which both affective and cognitive factors influence it. To
carry out our study, we set up a framework where theoretical tools coming from research on problem solving, proof and affect
are present. The study is performed within a university course in mathematics education, where students were given a statement
in elementary number theory to be proved and were asked to write down their proving process and the thoughts that accompanied
this process. We scrutinize the written protocols of two unsuccessful students, with the aim of disentangling the intertwining
between affect and cognition. In particular, we seize the moments in which beliefs about self and beliefs about mathematical
activity shape the performance of our students.
相似文献
| Francesca MorselliEmail: |
13.
The present study was conducted to examine developmental progression in children’s metacognitive monitoring competencies in
the context of a complex memory task. 7- and 9-year-olds rated their confidence after answering questions in two different
question formats (unbiased and misleading) and two different question types (answerable and unanswerable). Feeling-of-knowing
judgments were gathered for questions that had previously been answered with “don’t know.” The results showed that children
from both age groups appropriately differentiated between correct and incorrect answers to unbiased questions in their confidence
judgments, between answerable and unanswerable questions, and appropriately showed lower confidence levels in their confidence
judgments than in their feeling-of-knowing judgments. 9-year-olds proved to be further able to discriminate metacognitively
between correct and incorrect answers to misleading answerable questions in their confidence judgments while 7-year-olds were
not. The comparison of feeling-of-knowing judgments before correct and incorrect recognition indicated that metacognitive
differentiation at the lower end of the uncertainty–certainty continuum posed problems for these age groups. The observation
of an adult confederate modeling appropriate metamemory monitoring did not improve children’s metacognitive performance.
相似文献
| Nicole von der LindenEmail: |
14.
Jennifer S. Beers 《Cultural Studies of Science Education》2009,4(2):443-447
This paper draws on my personal experiences with coteaching and my participation in the research described by Wassell and
LaVan (2009). It examines the role of coteaching in the development of structures that afforded opportunities for shared reflection and
shared responsibility between stakeholders in the classroom. It also describes how the schema and practices developed through
coteaching and cogenerative dialogue helped mediate the transition between my preservice and inservice teaching experiences.
相似文献
| Jennifer S. BeersEmail: |
15.
Steve Kogan 《Academic Questions》2007,20(3):219-234
In our summer 2006 issue, we ran a comprehensive overview of how postmodernism has degraded composition on our campuses. Steve
Kogan enlarges that indictment and charges that the movement has deliberately corrupted every area of English instruction—from
the acquisition of skills and knowledge to the more fundamental mission of developing in students the habits of disciplined
learning.
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
| Steve KoganEmail: |
Steve Kogan is a retired professor of English at the Borough of Manhattan Community College of the City University of New York. He continues to write and publish on literary and academic subjects. 相似文献
16.
The purpose of the study was to investigate the reliability and validity of a Turkish adaptation of an existing instrument
for measuring teacher interpersonal behaviour. The Questionnaire on Teacher Interaction (QTI) maps teacher behaviour in terms
of two dimensions: Influence (Dominance–Submission) and Proximity (Cooperation–Opposition). A sample of 674 students from
24 classes (Grades 9–11) of experienced teachers in two Turkish secondary schools participated in the study. Development of
the instrument involved several steps: translation and back translation by teacher educators; piloting of different versions
while refining the items; interviews with students and teachers to establish the importance of teacher interpersonal behaviour
in the Turkish context; and a final administration of the questionnaire to the sample described. Interview data and statistical
analyses supported the reliability and validity of the instrument. Turkish teachers were perceived by their students as very
cooperative and moderately dominant.
相似文献
| Jale CakirogluEmail: |
17.
Judith Glaesser Richard Gott Ros Roberts Barry Cooper 《Research in Science Education》2009,39(4):595-624
We examine the respective roles of substantive understanding (i.e., understanding of factual knowledge, concepts, laws and
theories) and procedural understanding (an understanding of ideas about evidence; concepts such as reliability and validity,
measurement and calibration, data collection, measurement error, the ability to interpret evidence and the like) required
to carry out an open-ended science investigation. Our chosen method of analysis is Charles Ragin’s Fuzzy Set Qualitative Comparative
Analysis which we introduce in the paper. Comparing the performance of undergraduate students on two investigation tasks which
differ with regard to the amount of substantive content, we demonstrate that both substantive understanding and an understanding
of ideas about evidence are jointly involved in carrying out such tasks competently. It might be expected that substantive
knowledge is less important when carrying out an investigation with little substantive demand. However, we find that the contribution
of substantive understanding and an understanding of ideas about evidence is remarkably similar for both tasks. We discuss
possible reasons for our findings.
相似文献
| Barry CooperEmail: |
18.
Since many teachers and students recognize other kinds of knowledge (faith) based on other ways of knowing, consideration
of these realities is appropriate for the science education community. Understanding the multitude of ways that clergy view
relationships between science and faith (i.e. alternative ways of knowing) would assist in understanding various ways that
people address complex issues arising from ideas about science and faith. We administered a questionnaire composed of multiple-choice
and short answer items to 63 United Methodist ministers. Findings included (1) that formal, organized faith contexts (e.g.
church services) serve as informal science education opportunities, (2) participants demonstrated considerable diversity regarding
the types of relationships developed between science and faith, and (3) participants recognized a need exists for better understandings
of science and its relationship to faith for them, their colleagues, and their congregations.
相似文献
| Daniel L. Dickerson (Corresponding author)Email: |
| Karen R. DawkinsEmail: |
| John E. PenickEmail: |
19.
Deborah Ann Ceglowski Mary Ellin Logue Annette Ullrich Jaesook Gilbert 《Early Childhood Education Journal》2009,36(6):497-504
Sixteen Minnesota families with children with disabilities participated in a 2-year interview study of their care experiences.
Findings show that families developed a network of care providers, struggled to pay additional costs for care, were not informed
of community services and programs, and believed that their children received adequate child care. This study highlights the
need to provide information to families and providers and to link services in both rural and urban communities.
相似文献
| Deborah Ann CeglowskiEmail: |