共查询到20条相似文献，搜索用时 296 毫秒
1.
Marja Vauras Riitta Kinnunen Tiina Rauhanummi 《European Journal of Psychology of Education - EJPE》1999,14(4):555-569
In the present study, the role of metacognition in the context of integrated strategy intervention was examined. The integrated
strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with
young 9–10-years-old, 3rd grade elementary school students with learning problems. A pretest-post test design with matched
intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed
up through 1st to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that
early, 1st grade, cognitive-metacognitive differences were strongly associated with later problem solving and reading comprehension
proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem
solving. Further, marked training effects were found. The growth of metacognitive awareness, experiences and self-regulation
were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite
significant training effects, students who were resistant and those who were responsive to training were identified. The results
showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature
of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions. 相似文献
2.
Hind A. M. Hammouri 《Assessment & Evaluation in Higher Education》2003,28(6):571-586
Recent years have seen increasing interest in the role of metacognition in mathematical problem solving. The study described in this paper explored problem solving strategies used by undergraduates. Furthermore, cognitive/metacognitive processes are predicted each of holistic and analytic strategies. Educational sciences students (n=178) were asked to talk/think aloud while solving two constructed response transformational problems. The protocols were transcribed and analysed, revealing that the cohort used nine strategies. The results showed that a holistic strategy was predicted by five cognitive/metacognitive processes, two of which were suppressors; whilst an analytic strategy was predicted by four cognitive/metacognitive processes, three of which were suppressors. 相似文献
3.
Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning
in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting
their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both
rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving
session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled
as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical.
Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation
of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical
attained higher levels of problem-solving achievement compared to students profiled as empirical. 相似文献
4.
M Montague 《Journal of learning disabilities》1992,25(4):230-248
This study investigated the effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of six middle school students with learning disabilities. Conditions of the multiple baseline, across-subjects design included baseline, two levels of treatment, setting and temporal generalization, and retraining. For Treatment 1, subjects received either cognitive or metacognitive strategy instruction. Treatment 2 consisted of instruction in the complementary component of the instructional program so that all subjects eventually received both cognitive and metacognitive strategy instruction. This design allowed a componential analysis of the content as well as sequence of instruction. Generally, subjects improved their mathematical problem solving as measured by performance on one-, two-, and three-step word problems. Discussion focused on effectiveness of treatment, acquisition and application of strategic knowledge, error pattern analysis, and the need to tailor instruction to the learner's individual characteristics. 相似文献
5.
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
6.
A review of the stated goals for education reveals a consistent emphasis on problem solving. Problem solving is compatible with the investigative nature of science and with higher order thinking. Consequently, a problem solving strategy was developed to improve the achievement of eighth grade students enrolled in earth science. The sample consisted of 287 eighth grade students randomly assigned to fourteen sections taught by four teachers. This resulted in seven control sections and seven experimental sections. The students in the treatment groups received approximately six weeks of instruction with the experimental groups receiving a variety of problem solving activities. A forty item posttest consisting of four subtests was administered to all students. The results indicate that the problem solving approach was useful in improving the overall achievement of students. It was particular effective in facilitating application of earth science subject matter. This problem solving approach appears to be a feasible strategy to use in most secondary science classrooms. 相似文献
7.
Philip Wong 《Asia Pacific Journal of Education》1992,12(2):48-58
Metacognition is considered by most educationists as an element necessary for many cognitive tasks. In problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit high level cognitive skills like “self-regulation skills” (also known as metacognitive strategies) for successful problem solving.
A study on students' metacognitive strategies was carried out with over a thousand secondary and pre-university students from 12 schools. A questionnaire adapted from Biggs (1987) was administered to students at various levels (Secondary 2, Secondary 4, Pre-University 1), from different academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal). They were required to self-report on their metacognitive beliefs; their use of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire which were related to problem solving were categorized into four stages, namely, orientation, organisation, execution and verification and data from these items were analysed.
Some findings that emerged were:
-
(a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to students from the Express and Special streams.
-
(b) Metacognitive strategies used by Normal stream students tended to be of the “surface” type.
-
(c) There was no significant difference in the frequency of usage of metacognitive strategies between students from different academic tracks.
-
(d) During the problem solving process, students spent most time on evaluation of answers rather than on monitoring their understanding.
-
(e) Students from different levels (Secondary 2, Secondary 4 and Pre-University) exhibited similar frequency of usage of metacognitive strategies in problem solving.
-
The implications of these findings on future research and development projects as well as the teaching of metacognitive strategies are discussed in the paper.
8.
9.
Among so many learning strategies,metacognitive strategy is considered as the most crucial one and higher than other strategies.This thesis attempts to know the current situations of metacognitive strategy use of rural junior middle school students in different grades and the existing problems.This study conducted the quantitative method by sending questionnaires.The subjects were 120 rural junior middle school students of a town-level middle school in the mountainous area.The result of the study shows that,students in different grades have much difference on the metacognitive strategy use. 相似文献
10.
The purpose of the study was to investigate the metacognitive abilities of students with LD as they engage in math problem solving and to determine processing differences between these students and their low- and average-achieving peers (n = 73). Students thought out loud as they solved three math problems of increasing difficulty. Protocols were coded and analyzed to determine frequency of cognitive verbalizations and productive and nonproductive metacognitive verbalizations. Results indicated different patterns of metacognitive activity for ability groups when type of metacognitive verbalization and problem difficulty were considered. Implications for instruction are discussed. 相似文献
11.
Problem-solving is one of the main goals in science teaching and is something many students find difficult. This research reports on the development, implementation and evaluation of a problem-solving heuristic. This heuristic intends to help students to understand the steps involved in problem solving (metacognitive tool), and to provide them with an organized approach to tackling problems in a systematic way. This approach guides students by means of logical reasoning to make a qualitative representation of the solution of a problem before undertaking calculations, using a backwards strategy, which thus comprises a cognitive tool. The findings of the study suggest that students found the heuristic useful in setting up and solving quantitative chemical problems, and helped them to understand the phases of the problem solving process. Possible applications of the heuristic in the classroom include its use in formative assessment, to identify and to overcome student alternative conceptions, problem-solving in a cooperative environment, and to reduce the gender gap in science. 相似文献
12.
Mary T. van Opstal Patrick L. Daubenmire 《International Journal of Science Education》2013,35(7):1089-1112
Metacognition can be described as an internal conversation that seeks to answer the questions, ‘how much do I really know about what I am learning’ and, ‘how am I monitoring what I am learning?’ Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students’ practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students’ use of these strategies. 相似文献
13.
陈岳红 《淮南职业技术学院学报》2011,(6):63-66
针对目前大学英语听力教学中存在的问题,提出应该将元认知策略应用到听力教学当中。教师应该培养学生的元认知策略使用的意识,培养学生昕前计划的能力．培养学生自我监控的能力,培养学生评估和反思的能力以及培养学生课外自主学习的能力。 相似文献
14.
ABSTRACTThe goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the relationship between intrinsic motivation in Grade 5 and reading comprehension in Grade 7 while taking into account the reciprocal relationship between intrinsic motivation and reading comprehension in Grades 5 and 7. Within the framework of the German National Educational Panel Study, 3,829 secondary school students were included in the analyses. Based on the analyses of structural equation models, we found significant indirect effects of intrinsic motivation on reading comprehension through reading amount and metacognitive knowledge of strategy use. The results of exploratory analyses on moderating effects of sex and the levels of reading skills are also discussed. 相似文献
15.
Epistemic profiles and self-regulated learning: Examining relations in the context of mathematics problem solving 总被引：1，自引：1，他引：0
Relations were examined between epistemic profiles, regulation of cognition, and mathematics problem solving. Two hundred sixty-eight students were sampled from undergraduate mathematics and statistics courses. Students completed inventories reflecting their epistemic profiles and learning strategies, and were profiled as rational, empirical, or both. Based on their profiles, 24 students participated in two problem-solving sessions. Episodes were coded for planning, monitoring, control, use of empirical and rational argumentation, and justification for solutions. For both self-reported metacognitive self-regulation and regulation of cognition during problem solving, students profiled as rational had the highest self-reported mean and actual frequency of regulation of cognition compared to students profiled as predominantly empirical. Moreover, students profiled as predominantly rational correctly solved more problems than the other two groups. Finally, students’ approaches to problem solving were consistent with their epistemic profiles. Relations are discussed in the context of various theoretical frameworks. 相似文献
16.
Michael Pressley 《教育心理学家》2013,48(1-2):139-161
This article briefly reviews the strategic, metacognitive, and knowledge components of good strategy use. Five principles of teaching that follow from this good strategy user model are illustrated by examples from arithmetic instruction. Practitioners are advised: (a) to teach strategies; (b) to teach knowledge about when, where, and how to use strategies; (c) to teach general knowledge about factors; that promote strategy functioning; (d) to teach relevant nonstrategic knowledge; and (e) to have students practice components of good strategy use and the coordination of components. The good strategy user model for math instruction is compared to Polya's conception of how to teach problem solving. 相似文献
17.
18.
赵静秋 《佳木斯教育学院学报》2012,(3):287+289
艺术生缺乏英语学习的动机和自主性,不能掌控和解决学习过程中遇到的问题,如何提高教学质量成了困扰大学英语教师的难题。本文针对艺术类本科生英语元认知策略情况进行实证研究,分析了艺术本科生英语学习薄弱的主要原因,提出了"元认知策略培训与英语教学结合"的教学模式。 相似文献
19.
This study determines the relative difficulty and associated strategy use of arithmetic (addition and subtraction) story problems when presented in American Sign Language to primary level (K-3) deaf and hard-of-hearing students. Results showed that deaf and hard-of-hearing students may consider and respond to arithmetic story problems differently than their hearing peers, with the critical dimension in problem difficulty being based on the operation typically used to solve the problem, not the story within the problem. The types of strategies used by the students supported the order of problem difficulty. The visual-spatial nature of the problem presentation appeared not to assist the deaf and hard-of-hearing students in solving the problems. Factors that may have contributed to this pattern of problem difficulty are discussed so that educators can better align mathematics instruction to the thinking of the deaf child. 相似文献
20.
Chunlian Jiang Boon Liang Chua 《International Journal of Science and Mathematics Education》2010,8(1):73-96
This paper presents the results obtained from a study comparing the strategies used by 1,070 Chinese students and 1,002 Singaporean
students from primary grade 6 to secondary year 2 in solving three fraction-related problems. It is part of the author's Ph.D.
study, which involves more word problems on speed. The Chinese students performed better than the Singaporean students on
two of the three problems, while the Singaporean students performed better than the Chinese students on the other. The strategy
analyses reveal that the Chinese students used the traditional methods like arithmetic and algebraic strategies more frequently
than the Singaporean students, whereas the Singaporean students used the model and unitary methods more frequently than the
Chinese students. Implications for the teaching and learning of word problems on speed, as well as problem solving, are also
provided. 相似文献