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1.
The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case—being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in mathematics, attain a higher level of mathematics achievement and meta-cognitive awareness (knowledge about cognition and regulation of cognition) as a result of being exposed to meta-cognitive instruction. Participants were 61 Israeli high school students who studied mathematics for four-point credit on the matriculation exam (middle level). About half of the students (N = 31) were assigned to meta-cognitive instruction, called IMPROVE, and the others (N = 30) studied with no explicit meta-cognitive guidance (control group). Analyses included both quantitative and qualitative methods. The later was based on students’ interviews, conducted about a couple of months after the end of the intervention, immediately after students completed the matriculation exam in mathematics. Results indicated that IMPROVE students outperformed their counterparts on mathematics achievement and regulation of cognition, but not on knowledge about cognition. Furthermore, during the matriculation exam, IMPROVE students executed different kinds of cognitive regulation processes than the control students. The theoretical and practical implications of the study are discussed.  相似文献   

2.
The purpose of this study was to investigate the effectiveness of the conceptual change text oriented instruction over traditionally designed instruction on ninth grade students’ understanding of the human circulatory system concepts, and their retention of this understanding. The subjects of this study consist of 73 ninth grade female students from two classes of a basic school in Jordan. One of the classes was randomly assigned as an experimental group in which conceptual change text oriented instruction was implemented, and the other class was randomly assigned as a control group in which students were instructed by traditionally designed biology instruction. Results showed that students exposed to conceptual change oriented instruction had better understanding of the human circulatory system concepts than those exposed to traditional instruction. The results also showed that the conceptual change text oriented instruction was significantly better than the traditional instruction in retention of this understanding.  相似文献   

3.
采用问卷测查法,观察法、个别访谈法等方法对高职生在数学应用问题解决中的元认知表现进行研究,结果显示：总体来看,高职生在解数学应用问题中的元认知表现的水平不高;数学元认知水平对数学应用问题解决能力有显著的影响;高职生数学学业成绩与其在解数学应用题中的元认知表现有显著的相关关系;专业背景对高职生在数学应用问题解决中的元认知表现水平有显著影响。  相似文献   

4.
This study utilized discourse-based instruction as an alternative method of instruction that emphasizes the teaching of mathematics by actively engaging students in mathematical discourse practices. A quasi-experimental study was employed to determine the effectiveness of mathematical discourse-based instruction in enhancing eleventh-grade students’ conceptual and procedural understanding of probability and statistics. A researcher-constructed test instrument was used for data collection from the experimental and control groups. The data analysis performed using the Kruskal-Wallis test showed that the experimental group outperformed the control groups in terms of conceptual and procedural knowledge. Furthermore, the results suggest that discourse-based instruction when appropriately designed and implemented can increase students’ understanding of mathematical topics.  相似文献   

5.
This study investigates the effect of structuring cooperative learning based on conceptual change approach on grade 9 students’ understanding the concepts of mixtures and their motivation, compared with traditional instruction. Among six classes of a high school, two of them were randomly assigned to cooperative learning group where students were instructed by Cooperative Learning based on Conceptual Change (CLCC), the other two classes were randomly assigned to traditional learning group where students were instructed by Cooperative Learning based on Conceptual Change without well-structuring the basics of cooperative learning (CLCC(?)), and the remaining two classes were randomly assigned to control group where students were instructed by Traditional Instruction (TI). Mixtures Concept Test (MCT), motivation section of Motivated Strategies for Learning Questionnaire (MSLQ) except goal orientation sub-scales, and Achievement Goal Questionnaire (AGQ) were assigned to the sampled students before treatments are commenced as pretests and after treatments are completed as post-tests. According to post-test scores, there were statistically significant mean differences among the groups exposed to variations of cooperative learning based on conceptual change and traditional instruction with respect to students’ understanding the concepts of mixtures and their motivation. Results drawn upon this study revealed specifically that students exposed to CLCC had better understanding and lower alternative conceptions about the concepts of mixtures, perceived contents related to chemistry more valuable, felt greater control over their own learning, dealt better with sense of worry and emotionality during tests, adapted performance avoidance goals less, and mastery approach goals more than students instructed by CLCC(?) and TI.  相似文献   

6.
The present study was conducted to investigate the degree of effectiveness of cooperative learning instruction over a traditional approach on 11th grade students' understanding of electrochemistry. The study involved forty-one 11th grade students from two science classes with the same teacher. To determine students' misconceptions concerning electrochemistry, the Electrochemistry Concept Test consisting of 8 open-ended and 12 multiple-choice questions was used as a pre-test and some students were interviewed. According to the results, twenty-four misconceptions (six of them initially identified) about electrochemistry were identified. The classrooms were randomly assigned to a control group (traditional instruction, 21 students) and an experimental group (cooperative learning based on a constructivist approach, 20 students). After instruction, the same test was administered to both groups as a post-test. The results from the t-test indicated that the students who were trained using cooperative learning instruction had significantly higher scores in terms of achievement than those taught by the traditional approach. According to the post-test and interviews, it was also found that instruction for the cooperative group was more successful in remediation of the predetermined misconceptions.  相似文献   

7.
国外元认知教学的特点及影响   总被引：1，自引：0，他引：1  
元认知教学以学生的自我调节的学习能力培养为目标,在教学中建立元认知性环境,进行元认知示范和训练,使学生了解自己的学习特点、学习目标、学习进程、学习效果,以达到对学习进行自我调节的目的。国外元认知教学方法多元,既注重学科学习又注重社会行为养成,既培养一般性元认知又关注特殊性元认知的发展。元认知教学对教师和学生产生了深远影响,在教师知识结构、教学环境营造和学生学习结果评价中元认知成为重要内容。元认知教学的发展为学生自主学习能力的培养找到了现实可行的途径,有助于实现"教是为了不教"的教育理想。  相似文献   

8.
元认知理论强调的是学习主体的知识认知、自我体验和自我监控,通过这三者的协调作用共同促进学习者自主学习能力的培训。在英语教学实践中,只要合理设计、适度引导就能有效激发学生的学习内驱力。研究表明,运用元认知理论指导英语教学实践对学生学习产生积极的正相关作用。  相似文献   

9.
结合定量和定性方法,通过问卷调查及采访,考察理工科学生在英语学习中的元认知知识及元认知策略使用情况。结果显示元认知意识总体水平不高;英语四级高分组和低分组学生在元认知各要素上有显著差异;英语四级成绩与其元认知水平呈显著正相关,其中陈述性知识的认识水平是预测英语四级成绩的最有效因素。  相似文献   

10.
The aim of this study was to investigate the effectiveness of instruction supplemented by conceptual change texts (CCTs) over traditional instruction on students’ understanding of electrochemical (galvanic and electrolytic) cell concepts. The participants of the study consisted of 64 students from the two classes of a high school located in Turkey. Classes were randomly assigned to experimental group, which was exposed to CCTs as a supplementary material, and to control group, which was exposed to traditional instruction. A 23-item multiple-choice test was developed assess students’ conceptual understanding of electrochemical cells. This test was administered to both groups before and after the instruction. The results of ANCOVA indicated that students who were instructed by using CCTs had better conceptual understanding of electrochemical cells than those experiencing traditional instruction when their prior electrochemical cell concepts understanding was statistically controlled. The findings of this study suggest that CCTs can be used as a cost- and resource-effective supplement to classroom instruction to promote students’ understanding science concepts.  相似文献   

11.
Theories of grounded and embodied cognition posit that situated actions are central constituents in cognitive processes. We investigate whether grounding actions influence reasoning, and how pedagogical language influences the action–cognition relationship. Undergraduate students (N = 120) generated proofs for two mathematical tasks after performing either grounding or non-grounding actions. Grounding actions facilitated key mathematical insights for both tasks, but did not lead to superior proofs. Pedagogical language in the form of prompts (prospective statements) and hints (retrospective statements) accompanying grounding actions enhanced proof performance on one task but not the other. Results from transfer tasks suggested that participants learned to apply their mathematical insights to new contexts. The findings suggest that relations between action and cognition are reciprocal: actions facilitate insight, while pedagogical language strengthens the influence of task-relevant actions for proof production. Pedagogically supported grounding actions offer alternative ways of fostering mathematical reasoning.  相似文献   

12.
The present study compares the effects of the cooperative jigsaw II method and traditional teacher-centred teaching method on improving vocabulary knowledge and active–passive voice in English as a foreign language for engineering students and the students' attitudes towards learning English. Jigsaw is a cooperative learning model that involves small groups of 5–6 students teaching each other subject matter with success dependent upon student cooperation. Sixty-six engineering students participated in the study and a pre-test–post-test control group experimental design was employed. The students were randomly assigned into two groups: an experimental group and a control group. The experimental group used cooperative Jigsaw II as an instruction method while the control group used traditional teacher-centred instruction. The groups were administered an achievement test, as a pre-, post- and delayed post-test. The results revealed statistically significant differences in favour of the experimental group on the dependent variables of improving vocabulary knowledge and learning active–passive voice in English. The attitude scale results showed that the cooperative learning experience had a significant positive effect on engineering students' attitudes towards learning English and promoted better interactions among students as well.  相似文献   

13.
Understanding and using symbolic fractions in mathematics is critical for access to advanced STEM concepts. However, children and adults consistently struggle with fractions. Here, we take a novel perspective on symbolic fractions, considering them within the framework of relational structures in cognitive psychology, such as those studied in analogy research. We tested the hypothesis that relational reasoning ability is important for reasoning about fractions by examining the relation between scores on a domain-general test of relational reasoning (TORR Jr.) and a test of fraction knowledge consisting of various types of fraction problems in 194 s grade and 145 fifth grade students. We found that relational reasoning was a significant predictor of fractions knowledge, even when controlling for non-verbal IQ and fractions magnitude processing for both grades. The effects of relational reasoning also remained significant when controlling for overall mathematics knowledge and skill for second graders but was attenuated for fifth graders. These findings suggest that this important subdomain of mathematical cognition is integrally tied to relational reasoning and opens the possibility that instruction targeting relational reasoning may prove to be a viable avenue for improving children’s fractions skills.  相似文献   

14.
We conducted a laboratory‐based randomized control study to examine the effectiveness of inquiry‐based instruction. We also disaggregated the data by student demographic variables to examine if inquiry can provide equitable opportunities to learn. Fifty‐eight students aged 14–16 years old were randomly assigned to one of two groups. Both groups of students were taught toward the same learning goals by the same teacher, with one group being taught from inquiry‐based materials organized around the BSCS 5E Instructional Model, and the other from materials organized around commonplace teaching strategies as defined by national teacher survey data. Students in the inquiry‐based group reached significantly higher levels of achievement than students experiencing commonplace instruction. This effect was consistent across a range of learning goals (knowledge, reasoning, and argumentation) and time frames (immediately following the instruction and 4 weeks later). The commonplace science instruction resulted in a detectable achievement gap by race, whereas the inquiry‐based materials instruction did not. We discuss the implications of these findings for the body of evidence on the effectiveness of teaching science as inquiry; the role of instructional models and curriculum materials in science teaching; addressing achievement gaps; and the competing demands of reform and accountability. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:276–301, 2010  相似文献   

15.
This study investigated the effect of conceptual change text-oriented instruction over traditional instruction on students' understanding of solution concepts (e.g., dissolving, solubility, factors affecting solubility, concentrations of solutions, types of solutions, physical properties of solutions) and their attitudes towards chemistry. The sample of this study consisted of 87 undergraduate students from two classes enrolled in an introductory chemistry course. One of the classes was assigned randomly to the control group, and the other class were assigned randomly to the experimental group. During teaching the topic of solution concepts in the chemistry curriculum, a conceptual change text-oriented instruction was applied in the experimental group whereas traditional instruction was followed in the control group. The results showed that the students in the experimental group performed better with respect to solution concepts. In addition, it has been found that there was no significant difference between the attitudes of students in the experimental and control groups towards chemistry.  相似文献   

16.
杨颖  鲁小周 《海外英语》2011,(11):136-137
基于对农村初中生英语阅读元认知的调查,针对农村初中生英语阅读元认知现状水平及发展特点,提出了用以提升农村初中生英语阅读元认知水平的四点措施。首先,教师应提高自身阅读元认知水平;其次,切实帮助学生突破生词关与语法关;再次,加强阅读元认知知识传授与元认知监控训练;最后;尊重农村初中生阅读元认知发展特点进行训练。  相似文献   

17.
In this quasiexperimental study, the authors investigated the effects of university within school partnership model, within which faculty members acted as teacher-researchers to improve fractional knowledge among middle school (Grades 5–8) students. Students in nine Grade 6 mathematics classes from two public middle schools in Turkey were assigned to two conditions: University within school model instruction and traditional instruction. Pre- and posttest data showed that the students exposed to instruction through the university within school partnership model significantly outperformed their traditional instruction peers on the fractions test. Results indicated that students made significant gains in fractional knowledge in the experimental classrooms and in different subgroup populations. It was suggested that a substantial amount of mathematical infusion through partnership could have a positive impact on middle school students' fractional knowledge. The educational implications of the study were also discussed.  相似文献   

18.
The main purpose of this study was to investigate the effects of cooperative learning based on conceptual change approach instruction on ninth-grade students’ understanding in chemical bonding concepts compared to traditional instruction. Seventy-two ninth-grade students from two intact chemistry classes taught by the same teacher in a public high school participated in the study. The classes were randomly assigned as the experimental and control group. The control group (N?=?35) was taught by traditional instruction while the experimental group (N?=?37) was taught cooperative learning based on conceptual change approach instruction. Chemical Bonding Concept Test (CBCT) was used as pre- and post-test to define students’ understanding of chemical bonding concepts. After treatment, students’ interviews were conducted to observe more information about their responses. Moreover, students from experimental groups were interviewed to obtain information about students’ perceptions on cooperative work experiences. The results from ANCOVA showed that cooperative learning based on conceptual change approach instruction led to better acquisition of scientific conceptions related to chemical bonding concepts than traditional instruction. Interview results demonstrated that the students in the experimental group had better understanding and fewer misconceptions in chemical bonding concepts than those in the control group. Moreover, interviews about treatment indicated that this treatment helped students’ learning and increased their learning motivation and their social skills.  相似文献   

19.
Abstract

A comparison was made of hypermedia learning environments and traditional instruction in terms of contribution to declarative, procedural, and conditional knowledge acquisition and retention in a specific subject area through a pretest-posttest control-group design. Thirty-nine 9th-grade biology students were assigned to experimental (hypermedia learning environment) and control (traditional instruction) groups through a matched-pair technique. Both groups were given pre-, post-, and retention tests. Posttest results indicated no significant difference between control and experimental groups in acquisition of declarative, conditional, and procedural knowledge. However, retention test results showed that the experimental group retained all three types of knowledge significantly better than did the control group.  相似文献   

20.
对地方高校学生元认知知识状况调查的结果表明,地方高校学生在元认知知识构成的三个方面掌握不足,特别是学生监管自己、策略选用等方面不够理想。基于此,项目组结合目前大学英语听力自主学习新模式,借助建构主义学习论和元认知学习策略的指导,完成对听力教学模式的解构,实现学生听力自主学习能力的提高。  相似文献   

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