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1.
The concept of metacognition refers to one’s knowledge and control of one’s own cognitive system. However, despite being widely
used, this concept is confusing because of several reasons. First, sometimes it is not at all clear what is cognitive and
what is metacognitive. Second, researchers often use the same term, namely, “metacognition” even when they refer to very different
aspects of this complex concept. Alternatively, researchers may use different terms to indicate the same metacognitive elements.
Another foggy matter is the interrelationships among the various components of metacognition discussed in the literature.
This conceptual confusion regarding the concept of metacognition and its sub-components calls for in-depth theoretical and
conceptual clarifications. The goal of this article is to portray a detailed example of a conceptual analysis of meta-strategic
knowledge (MSK) which is one specific component of metacognition. This specific example is used to draw a general model for
conceptual analyses of additional metacognitive components. The approach suggested here is to begin with a clear definition
of the target sub component of metacognition, followed by a systematic examination of this sub component according to several
dimensions that are relevant to metacognition in general and to that sub component in particular. The examination should include
an analysis of how the details of the definition of the target sub-component refer to: (a) general theoretical metacognitive
issues raised by prominent scholars; (b) definitions formulated and issues raised by other researchers who have investigated
the same (or a similar) sub-component and, (c) empirical findings pertaining to that sub-component. Finally, it should be
noted that since metacognition is a relational rather than a definite concept it is important to situate the context within
which the conceptual analysis takes place. 相似文献
2.
在使用Zig Bee无线传感器网络基础下,设计一套以Mesh拓扑技术来实现网络通信能改善整体家居网络环境,不会因为某个节点的损坏而导致整个网络的瘫痪,大大地提升了系统的稳定性。经过实际电路测试结果分析,只要适当依据环境结构布置一定节点数及有效的分时传输,可使整个网络所采集的环境数据接收率可达到95%以上。 相似文献
3.
This qualitative research draws on data from semi-structured, in-depth interviews to examine the friendships of 12 adolescent (14- and 15-year-old) boys within a professional football club Academy: a setting marked by competition for places. Findings highlight how boys fail to develop ‘deep’ friendships with other boys inside the club; their peer-relationships, even when described as ‘friendships’, are devoid of trust and emotional intimacy. Instead, ‘being mates’ is experienced within parameters of instrumentalism and individualism leading to superficial and inauthentic friendships. There is some indication that boys developed closer friendships with boys outside of the Academy, suggesting that competition is implicated negatively in friendship-building and hinders the capabilities of these boys to develop close friendships with teammates. Concluding this paper, we acknowledge limitations of our data, discuss implications and challenges for football academies, and highlight directions for future research. 相似文献
4.
A growing body of research in recent years has supported the value of emotional intelligence in both effective teaching and student achievement. This paper presents a pre–post, quasi-experimental design study conducted to evaluate the contributions of a 56-h “Emotional Intelligence” training model. The model has been developed and studied in an attempt to address educators’ growing needs to practice and implement “emotionally intelligent” learning environments. One hundred eighty-six teachers from ten elementary schools in Israel participated in this study. Findings indicated an increase in emotional intelligence and empathic concern from the beginning to the end of the course. Further regression indicated that both expression and regulation of emotions predicted empathy at the end of the course. Participants’ reflective assignments indicated an increase in self introspection, emotional awareness, emotional regulation and understanding others. 相似文献
5.
The present study assessed the behavioral and the reasoning performances of 507 school and university students on the four logical principles of logical detachment, particular conversion, particular inversion, and particular contraposition. An adapted version of Wason's four-card problem was administered to all students in paper-and-pencil format and in group settings. Students were asked to respond to the logical questions and to justify their answers. Nine logical reasoning categories were identified. The results of behavioral and reasoning performances were compared across grade levels. Results indicated that many students who responded behaviorally correctly to the logical questions, provided incorrect reasoning justifications. The percentages of students who considered a conditional statement as hypothetical increased with age. No sex differences on the behavioral and the reasoning performances were reported. 相似文献
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7.
Zviel-Girshin Rina Luria Adi Shaham Chait 《Journal of Science Education and Technology》2020,29(2):294-302
Journal of Science Education and Technology - This paper presents findings regarding the addition of robotics education in kindergarten and elementary school as a tool for enhancing technological... 相似文献
8.
The aim of the present study is to explore the effects of Meta‐strategic Knowledge (MSK) on scientific inquiry learning. MSK is a subcomponent of metacognition defined as general, explicit knowledge about thinking strategies. Following earlier studies that showed considerable effects of explicit instruction of MSK regarding the strategy of variables control, the present study explores whether similar effects are found in two additional scientific thinking strategies: Define Research Questions and Formulate Research Hypotheses. Participants were 119 eighth‐grade students from six classes of a heterogeneous school. Equal numbers of low‐achieving and high‐achieving students were randomly assigned into experimental and control groups. The findings showed dramatic developments in students’ performance following instruction. The effect of the treatment was preserved in a delayed transfer test. Our findings show that explicit teaching of MSK had a stronger effect for low‐achieving students than for high‐achieving students. The implications of the findings for teaching and learning in the context of scientific inquiry are discussed. 相似文献
9.
Meta-strategic Knowledge (MSK) is a sub-component of metacognition that is defined in the present study as general, explicit
knowledge about thinking strategies. In the present study we shall focus on the control of variables thinking strategy. Following
an earlier study (Zohar & Peled 2007) that showed considerable effects of explicit instruction of MSK in laboratory setting,
this study explores whether these effects are preserved in authentic classroom situations. Participants were 119 8th grade
students from 6 classes of a heterogeneous school. Equal numbers of low-achieving and high-achieving students were randomly
assigned into experimental and control groups. The findings showed dramatic developments in students’ strategic and meta-strategic
thinking following instruction. The effect of the treatment was preserved in delayed transfer tests. Our findings show that
explicit teaching of MSK had a strong effect on low achieving students. The implications of the findings for learning and
instruction are discussed. 相似文献
10.
This study investigated associations between student-perceived teacher behaviours and students’ personal goal orientations. Thus, the study applied theoretical concepts from self-determination theory and parenting style in an attempt to enhance understanding of additional environmental characteristics possibly affecting personal goal orientation. Moreover, it examined psychological control in a classroom context, whereas it was previously investigated mainly within parent–child relationships. Junior-high school students (n?=?191) completed questionnaires to reveal their perceptions of teacher practices and their own personal goals. The distinction between teachers’ psychological control and autonomy suppression was supported by confirmatory factor analysis; however, they were highly correlated. When regarded as two dimensions of teachers’ compelling behaviours, they associated positively with performance-approach and performance-avoidance goals and negatively with mastery goals. Teachers are advised to avoid various compelling practices. 相似文献