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1.
Gina M. FrancoKrista R. Muis Panayiota KendeouJohn Ranellucci Lavanya SampasivamXihui Wang 《Learning and Instruction》2012,22(1):62-77
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs. 相似文献
2.
Theo van der Zee Chris Hermans Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293
So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools. 相似文献
3.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
4.
Chin-Chung Tsai 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(5):525-536
This paper argues that Internet‐based instruction should not be only perceived as a cognitive tool or a metacognitive tool; rather, it can be perceived and used as an epistemological tool. When the Internet is used as an epistemological tool for instruction, learners are encouraged to evaluate the merits of information and knowledge acquired from Internet‐based environments, and to explore the nature of learning and knowledge construction. This paper further asserts that Internet‐based instruction is perceived as a way to help learners develop advanced epistemologies. On the other hand, developmentally advanced epistemological beliefs can facilitate the practice of Internet‐based instruction. 相似文献
5.
Muhammet Mustafa Alpaslan Bugrahan Yalvac Cathleen C. Loving Victor Willson 《International Journal of Science and Mathematics Education》2016,14(2):297-317
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9–11 students’ (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students’ beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students’ personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students’ personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students’ ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students’ self-regulatory skills and physics course grade. Implications and future directions are discussed. 相似文献
6.
How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and
beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic
strategies such as knowledge-based validation of information and checking arguments for internal consistency. We report results
from two studies that investigated the effects epistemological attitudes and beliefs on the use of epistemic strategies in
academic learning and the motivational states that mediate these effects. Study 1 (N = 289) tested a mediation model with epistemological attitudes (separate vs. connected knowing) and textual characteristics
as distal predictors, and learning goals (learning factual knowledge vs. developing an own standpoint) as mediator variables.
Separate knowing had large indirect effects on the use of epistemic strategies via the goal to develop an own point of view.
In addition, learners adapted their learning goals and epistemic strategies depending on objective characteristics and the
perceived familiarity of the texts they read. In Study 2 (N = 124), epistemological beliefs concerning the uncertainty of knowledge increased the use of epistemic strategies only when
extrinsic study motivation was low. A mediated moderation model established this effect to be mediated by specific epistemic
curiosity. These results illuminate the mechanisms of how epistemological attitudes and beliefs affect self-regulated learning.
In contrast to other types of learning strategies, the use of epistemic strategies seems to be strongly and consistently linked
to epistemological attitudes and beliefs. 相似文献
7.
It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in
higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and regulation
skills to self-regulate their learning adequately. This study explores the potential of reciprocal peer tutoring to promote
both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a
naturalistic higher education setting, involving 67 students tutoring each other during a complete semester. A multi-method
pretest–posttest design was used combining a self-report questionnaire, assessing students’ metacognitive knowledge and their
perceived metacognitive skilfulness, with the analysis of think-aloud protocols, revealing students’ actual use of metacognitive
strategies. Results indicate no significant pretest to posttest differences in students’ metacognitive knowledge, nor in their
perception of metacognitive skill use. In contrast, significant changes are observed in students’ actual metacognitive regulation.
At posttest, students demonstrate significantly more frequent and more varied use of metacognitive regulation, especially
during the orientation, monitoring, and evaluation phases. Furthermore, our findings point to an increase in more profound
and higher-quality strategy use at posttest. 相似文献
8.
Scott W. Vanderstoep Paul R. Pintrich Angela Fagerlin 《Contemporary educational psychology》1996,21(4):345-362
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines. 相似文献
9.
《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
10.
There is widespread agreement that student teachers need to construct an integrated knowledge base across multiple domains. This study examined the contributions of intraindividual factors of self-regulated learning to explaining student teachers’ (a) integration of knowledge across topics and domains (i.e., integrative learning) and (b) disjointed processing of potentially domain-specific learning content (i.e., separative learning). The factors considered were study approaches; cognitive, metacognitive, and resource-related learning strategy use; epistemological and pedagogical beliefs; and career choice motivation. The study applied a cross-sectional survey design and examined separative and integrative learning in N = 103 student teachers by way of multiple regression analyses with backward eliminations. A key finding is that deep and strategic study approaches and certain cognitive learning strategies contributed significantly to explaining integrative learning in student teachers. Epistemological and pedagogical beliefs were not able to predict integrative learning. Regarding separative learning, the study identified the surface study approach, specific epistemological and pedagogical beliefs, and the “usefulness” motive for career choice as positive predictors and critical thinking as a negative predictor. The study demonstrates differences in how integrative and separative learning are shaped by distinct intraindividual factors. Implications are discussed with regard to student teachers’ self-regulated learning and pre-service teacher education.
相似文献11.
The quality of teachers’ knowledge about how people learn influences students’ learning outcomes. Similarly, the quality of
students’ knowledge about how they learn influences their engagement in self-regulated learning and consequently, their learning
achievement. There is a gap between research findings that support these two premises and teaching–learning practices in classrooms.
In this paper we describe attempts to reduce this gap. In Study 1 we surveyed early adolescent students’ cognitive and metacognitive
strategy use and demonstrated that students’ cognitive and metacognitive strategy knowledge has substantial room for improvement.
In Studies 2 and 3 we collaborated with teachers to embed explicit cognitive and metacognitive strategy instruction, using
learning protocols, into regular class lessons. Studies 2 and 3 showed that the learning protocols slipped readily into teachers’
typical lesson designs, scaffolded teachers’ delivery of strategy instruction, and scaffolded some students’ acquisition of
strategy knowledge, although progress was sometimes slow. Recommendations are presented for supporting teachers and students
to engage with cognitive and metacognitive strategy instruction. 相似文献
12.
Kathleen Hogan 《科学教学研究杂志》1999,36(10):1085-1109
This study addressed the question of how to increase students' competencies for regulating their co‐construction of knowledge when tackling complex collaborative learning tasks which are increasingly emphasized as a dimension of educational reform. An intervention stressing the metacognitive, regulatory, and strategic aspects of knowledge co‐construction, called Thinking Aloud Together, was embedded within a 12‐week science unit on building mental models of the nature of matter. Four classes of eighth graders received the intervention, and four served as control groups for quantitative analyses. In addition, the interactions of 24 students in eight focal groups were profiled qualitatively, and 12 of those students were interviewed twice. Students who received the intervention gained in metacognitive knowledge about collaborative reasoning and ability to articulate their collaborative reasoning processes in comparison to students in control classrooms, as hypothesized. However, the treatment and control students did not differ either in their abilities to apply their conceptual knowledge or in their on‐line collaborative reasoning behaviors in ways that were attributable to the intervention. Thus, there was a gap between students' metacognitive knowledge about collaborative cognition and their use of collaborative reasoning skills. Several reasons for this result are explored, as are patterns relating students' outcomes to their perspectives on learning science. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1085–1109, 1999. 相似文献
13.
Gregory P. Thomas Campbell J. McRobbie 《Journal of Science Education and Technology》2013,22(3):300-313
Concerns regarding students’ learning and reasoning in chemistry classrooms are well documented. Students’ reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such ways of reasoning about chemistry phenomena. Classroom change eliciting metacognitive experiences and metacognitive reflection is necessary to shift entrenched views of teaching and learning in students. In this study, Activity Theory is used as the framework for interpreting changes to the rules/customs and tools of the activity systems of two different classes of students taught by the same teacher, Frances, who was teaching chemical equilibrium to those classes in consecutive years. An interpretive methodology involving multiple data sources was employed. Frances explicitly changed her pedagogy in the second year to direct students attention to increasingly consider chemical phenomena at the molecular/sub-micro level. Additionally, she asked students not to use the textbook until toward the end of the equilibrium unit and sought to engage them in using their prior knowledge of chemistry to understand their observations from experiments. Frances’ changed pedagogy elicited metacognitive experiences and reflection in students and challenged them to reconsider their metacognitive beliefs about learning chemistry and how it might be achieved. While teacher change is essential for science education reform, students are not passive players in change efforts and they need to be convinced of the viability of teacher pedagogical change in the context of their goals, intentions, and beliefs. 相似文献
14.
Learners often have difficulties comprehending multiple texts about controversial scientific issues. In particular, learners with strong prior beliefs tend to construct a one-sided mental representation that is biased towards belief-consistent information (text-belief consistency effect). In the present study we examined the effectiveness of information of three metacognitive strategies tailored to strengthen the comprehension of belief-inconsistent information during multiple text comprehension. According to theories of self-regulated learning, knowledge about relevant metacognitive strategies improves comprehension only when learners are also motivated to use these strategies. These hypotheses were investigated in an experiment in which 85 participants read one belief-consistent and one belief-inconsistent text about a controversial scientific issue. Participants either received information about three metacognitive strategies or no additional information. In addition, participants’ motivation was manipulated by providing them with either negative or positive performance feedback or no feedback. As predicted, a text-belief consistency effect was found, which was eliminated by strengthening the situation model for the belief-inconsistent text only when learners received information about relevant metacognitive strategies and were motivated to use these strategies after positive performance feedback. 相似文献
15.
A regression design was used to test the unique and interactive effects of self-efficacy beliefs and metacognitive prompting on solving mental multiplication problems while controlling for mathematical background knowledge and problem complexity. Problem-solving accuracy, response time, and efficiency (i.e. the ratio of problems solved correctly to time) were measured. Students completed a mathematical background inventory and then assessed their self-efficacy for mental multiplication accuracy. Before solving a series of multiplication problems, participants were randomly assigned to either a prompting or control group. We tested the motivational efficiency hypothesis, which predicted that motivational beliefs, such as self-efficacy and attributions to metacognitive strategy use are related to more efficient problem solving. Findings suggested that self-efficacy and metacognitive prompting increased problem-solving performance and efficiency separately through activation of reflection and strategy knowledge. Educational implications and future research are suggested. 相似文献
16.
赵巍 《沈阳教育学院学报》2012,14(2):64-66
在元认知理论框架下,采用定性与定量两种研究方法,对大学一年级非英语专业学生在写作中掌握与使用元认知知识的情况进行了调查与分析。试图通过对元认知知识中三个变量的研究,探究一种科学、有效的大学英语写作者元认知知识的测量工具,为大学英语写作教学提供新的教学思路,提高大学英语写作者的写作水平。 相似文献
17.
Joke Van Velzen 《Assessment in Education: Principles, Policy & Practice》2013,20(2):170-186
Theory on student learning provides that students are able to direct their learning when they have metacognitive knowledge about their own learning processes. In this article, a preliminary attempt to assess untrained high-school students’ metacognitive knowledge of learning processes as an ability through multiple-choice questions is reported. In three studies, item selection was established for ninth graders at the end of their school year. Also, in the final study the results showed that the ninth-grade students’ self-reported use of learning and studying strategies, study techniques, school learning and tiresome academic subjects related significantly to their metacognitive knowledge regarding learning processes. In the discussion, the practical consequences for school assessment are explicated and future research questions are raised. 相似文献
18.
Saied Bishara Shani Kaplan 《International Journal of Disability, Development & Education》2018,65(6):631-648
The purpose of the research was to examine the correlation between locus of control and metacognitive knowledge in math and math achievement among students with learning disabilities. We examined 30 eighth grade pupils with learning disabilities and 30 other pupils all of whom studied in a heterogeneous class in a public school in order to better understand the extent to which the variables: metacognitive knowledge, locus of control and achievement in math differed in the two populations. The pupils answered three questionnaires: the first was designed to study the locus of control, the second, to investigate metacognitive knowledge and the third, to measure math achievement. The findings of this study indicate that the higher the level of the internal locus of control, the higher the use of metacognitive knowledge. Furthermore, higher levels of internal locus of control and higher use of metacognitive knowledge resulted in increased math achievement. 相似文献
19.
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
Anastasia Efklides 《教育心理学家》2013,48(1):6-25
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed. 相似文献
20.
Using a virtual physics lab, we analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 × 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. 相似文献