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1.
One of the central unresolved conceptual issues that concerns researchers of personal epistemology is the characterization of the intersection between personal epistemology and metacognition. The contested and diverse nature of both constructs makes untangling their connections a complex yet vital task. The purpose of this article is to advance the discussion regarding this intersection by offering a theoretical approach that may serve as a basis for analyzing epistemic thinking and aligning it with current views of metacognition. Based on a synthesis of theoretical and empirical studies, we argue that epistemic thinking is a multifaceted construct with both cognitive and metacognitive aspects. Furthermore, we propose that epistemic metacognition includes several aspects such as metacognitive skills; metacognitive knowledge about persons, strategies and tasks; and metacognitive experiences. The theoretical, methodological, and instructional implications of this approach are explored. 相似文献
2.
This paper seeks to highlight the links and discrepancies between three contemporary theoretical fields. The first part is devoted to theories of mind and personal epistemology. Both fields deal with naïve theories relating to the nature of knowledge and can be integrated within the concept of folk epistemology (Kitchener New Ideas Psychol 20:89–105, 2002). We argue that analyzing both domains from a developmental perspective may provide evidence for the origins of epistemological beliefs and the reasons for their evolution. The second part of the paper extends the discussion to the concept of metacognition and to its potential links with the two previously mentioned fields. In the past, theories of mind and metacognition have mainly developed as independent fields, but recent studies have highlighted a possible developmental lineage between them that needs further investigation. As the influence of the procedural component of metacognition (the regulation process) seems obvious in the personal epistemology perspective, we suggest that conducting more in situ studies will enable us to deepen our understanding of the links between the multiple components of the epistemological perspective and the reasons for epistemic change. 相似文献
3.
This meta-analytic study estimated the correlations among metacognition, intelligence, and academic performance. Metacognition is higher order cognition and one of the most significant predictors of academic performance. The purpose of this study was to examine the degree to which metacognition predicted academic performance when controlling for intelligence. The analysis of 149 samples from 118 articles revealed that, overall, metacognition weakly correlated with both academic performance and intelligence, and that these relationships were moderated by the type of measurement of metacognition. Furthermore, it was found that metacognition predicted academic performance when controlling for intelligence. Our findings indicate the importance of metacognition in educational practice and provide guidance for assessing metacognition in future research. 相似文献
4.
Lisl Fenwick 《Curriculum Journal》2018,29(3):338-353
This study analyses the intended and enacted curricula that are produced when metacognition is included as an element within standards-based reforms for schooling. Reformers of the senior-secondary curriculum for South Australia (SA) and the Northern Territory (NT) hoped to improve the academic outcomes of all students, and especially those from low-SES and Indigenous backgrounds, by creating a curriculum that required year-10 students to reflect on their capacities. Reflection on learning in the literacy domain was a particular emphasis during the reforms. A constructionist epistemology and case-study methodology informed the approach taken in the study. Data collection and analysis involved accessing and analysing the intended curriculum, as well as the curriculum planning documentation designed by four teachers in one NT high school. The results indicate that learning opportunities to reflect on literacy capacities will not be created when the intended curriculum provides teachers, who are not literacy specialists, with little guidance about practices associated with metacognition and literacy. 相似文献
5.
Metacognition and Self-Regulation in James,Piaget, and Vygotsky 总被引：3，自引：3，他引：0
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and
theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation
of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self,
Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and
self-regulation function within the realm of human behavior and development as described in the works of each of these theorists.
Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s
perspective vis-à-vis metacognition and self-regulation are discussed. 相似文献
6.
This study explored the relationship between metacognition and intelligence in a group of normal adolescents. The relationship has strong theoretical support in current conceptions of intelligence. For the purposes of this study metacognition was assessed across three different cognitive problem sets. Correlational analyses indicated a nonsignificant relationship between intelligence and metacognition. These results suggest that tests of metacognition and intelligence may tap unrelated aspects of cognition and that additional research will be required to understand the relationship between these two constructs. 相似文献
7.
DEWEY'S EPISTEMOLOGY: AN ARGUMENT FOR WARRANTED ASSERTIONS, KNOWING, AND MEANINGFUL CLASSROOM PRACTICE 总被引：1，自引：0，他引：1
Deron R. Boyles 《Educational theory》2006,56(1):57-68
A bstract . In an effort to navigate the treacherous path between professionalism and social relevancy, this essay takes up an area of professional philosophy — epistemology — with the intention of reclaiming the integrative role John Dewey held for philosophy and classroom practice. Deron Boyles asserts that epistemology can and should represent an area of inquiry that is relevant and useful for philosophy of education, especially as it develops classroom practices that foster inquiry. He specifically seeks to revive Dewey's conception of warranted assertibility in an effort to show the value of fallibilist epistemology in practical and social teaching and learning contexts. By highlighting the distinctions between traditional epistemology and Dewey's conception of knowing , Boyles demonstrates that epistemology has value insofar as it highlights a more useful, instrumentalist theory of knowing that is applicable to classroom practice. 相似文献
8.
Children's Metacognition About Reading: issues in Definition,Measurement, and Instruction 总被引：1，自引：0，他引：1
Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and monitor their own reading. Despite the appeal of metacognition and the emphasis on executive management of reading, there have been relatively few empirical studies that measure or promote children's metacognition about reading. This article briefly reviews some key studies of children's knowledge about reading and identifies some difficulties in defining and measuring metacognition. An Index of Reading Awareness (IRA) is offered as an informal assessment of metacognition derived from both theory and empirical data that can be used to measure children's understanding of reading comprehension processes. Data are presented illustrating that the instrument is sensitive to developmental and instructional differences in children's metacognition about reading. It is argued that the usefulness of the term metacognition depends on the development of both formal and informal tests of children's knowledge about reading and effective instruction that promotes metacognition. 相似文献
9.
应用数学元认知问卷和数学问题提出能力测试卷,以203名高中生为被试对象,测量研究了数学元认知、学业成就与数学问题提出能力之间的关系,结果表明：高中生数学元认知知识水平较高,元认知体验水平略低,元认知监控能力较差,数学问题意识淡薄,提问能力较差;数学元认知、学业成就与数学问题提出三者显著相关,元认知、学业成就与提问水平和总体提问能力呈正相关,学业成就与提问意识呈负相关;高、中、低元认知组之间以及高、中、低学业成就组之间,学生数学问题提出能力都呈显著差异,其中高元认知组与高学业成就组的提问能力最高。 相似文献
10.
《Contemporary educational psychology》2002,27(1):51-79
Two studies were conducted to investigate measures of children's metacognition. Experiment 1 presented two versions of a self-report inventory, the Jr. MAI, appropriate for assessing metacognition in children in grades 3–9. Factor analyses are interpreted that illustrate how the items measure components of metacognition. Experiment 2 further addressed properties of the two versions and compared the instrument to other inventories, teacher ratings of children's metacognition, and student achievement scores. Findings indicated high correlations between the Jr. MAI and an existing metacognitive problem-solving inventory (Fortunato, Hecht, Tittle, & Alvarez, 1991). Moderate correlations between the Jr. MAI and other self-report instruments of metacognition while reading (Jacobs & Paris, 1987; Schmitt, 1990) and low correlations between the Jr. MAI and teacher ratings of metacognition and overall achievement scores were also found. Gender and grade level differences in metacognition are presented and discussed. The instruments are appended. 相似文献
11.
12.
文章介绍了元认知和自我效能感理论,讨论了大学英语阅读中的元认知知识与自我效能感的相关关系。研究表明,大学英语阅读元认知知识水平和自我效能感整体水平较高,英语阅读的元认知知识水平对自我效能感没有直接影响。 相似文献
13.
元认知是认知主体对自身认知活动的认识。元认知由元认知知识、元认知体验和元认知监控三部分组成。阅读理解监控是应用于阅读理解活动中的认知监控。应用元认知理论指导大学英语阅读教学实践,分析元认知能力与学生的英语阅读水平的关系,通过国外近年来较有影响的阅读理解监控教学模式,探索和发展大学英语阅读元认知教学模式,以提高学生的元认知能力,从而达到提高学生阅读理解水平的目的。 相似文献
14.
对元认知理论的内涵进行分析，根据元认知理论三成分概括阅读理解的基本过程；探讨元认知理论在大学英语阅读教学中的应用，在此基础上阐明熟练读者和初学者在阅读理解过程中元认知技能的差异性以及需要解决的问题．从而提出元认知技能有意识的培养方法。 相似文献
15.
三种学业成绩水平学生元认知、学习动机的比较 总被引：4，自引：1，他引：4
对学业成绩优、中、差三类学生的元认知、学习动机水平进行比较发现:与学习优秀生相比,学习中等生的元认知水平明显落后,其学习动机水平则与学优生基本相当,未表现出显著偏低的态势。而学习困难生在元认知与学习动机这两因素上都显著低于学习优秀生。与学习中等生相比,学习困难学生有着与中等生较为一致的元认知水平,但学困生的学习动机水平显著偏低。这对教育的启示是:对学困生的干预补救应以激发和培养学习动机为重点,而对中等生的促进则应以元认知水平的提高为关键。 相似文献
16.
Metacognition and Self-Regulated Learning Constructs 总被引：1，自引：0，他引：1
Rayne A. Sperling Bruce C. Howard Richard Staley Nelson DuBois 《Educational Research and Evaluation》2013,19(2):117-139
Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed. 相似文献
17.
Metacognition and mathematical problem solving in grade 3 总被引：6，自引：0，他引：6
This article presents an overview of two studies that examined the relationship between metacognition and mathematical problem solving in 165 children with average intelligence in Grade 3 in order to help teachers and therapists gain a better understanding of contributors to successful mathematical performance. Principal components analysis on metacognition revealed that three metacognitive components (global metacognition, off-line metacognition, and attribution to effort) explained 66% to 67% of the common variance. The findings from these studies support the use of the assessment of off-line metacognition (essentially prediction and evaluation) to differentiate between average and above-average mathematical problem solvers and between students with a severe or moderate specific mathematics learning disability. 相似文献
18.
Zemira R. Mevarech 《Early education and development》1995,6(2):155-168
The purpose of the present study was threefold: (a) to examine the extent to which kindergarten children acquire metacognitive knowledge related to mathematics; (b) to investigate the relationships between children's metacognitive knowledge and general ability; and (c) to examine the relative roles of general ability and metacognition in facilitating word problem solutions. Participants were 32 kindergarten children. Results showed that preschoolers acquired a substantial metacognitive knowledge about mathematical word problems. That knowledge was highly correlated with mathematics performance, even after general ability was controlled. The study further shows that metacognition explained more of the variance in mathematics performance than general ability. The theoretical and practical implications of the study are discussed. 相似文献
19.
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations 总被引：1，自引：1，他引：0
Dale H. Schunk 《Educational Psychology Review》2008,20(4):463-467
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this
special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear
definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes
with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional
methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated
learning and will lead to solid implications for educational policy and practice. 相似文献
20.
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support, especially within early elementary contexts (i.e. Grades K-4). In this study, 44 Ontario elementary teachers completed a survey reporting their teaching and assessment practices and beliefs about metacognition. Five participants were then purposefully selected for semi-structured interviews to describe their experiences developing students’ metacognition and self-regulatory capabilities through student-involved assessment processes. Data were inductively and thematically analysed. Participants emphasized the value of assessment as learning practices (e.g., self-assessment and reflective thinking) to develop students’ metacognition and discussed the need for ongoing student feedback regarding metacognitive strategies. However, despite purposefully implementing formative assessment to enhance metacognition and self-regulation, participants articulated the need for additional resources to support the cultural shift towards assessment for and as learning within their classrooms. 相似文献