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1.
A new computerized environment introducing a variety of metacognitive support mechanisms (MSMs) in different phases of the problem-solving process was designed to influence students' transfer from solving structured problems (near transfer) to solving open-ended problems (far transfer). Two hundred and thirty one students (aged 13–14 years) were randomly drawn from 14 classes. Each class was randomly assigned to one of four groups, and three groups randomly received MSMs: Group A received MSMs during each problem-solving phase and at the conclusion of the problem-solving process; Group B received MSMs only during each problem-solving phase; Group C received MSMs after the conclusion of the problem-solving process. The fourth Group D did not receive any MSM (control group). Results indicated that the MSMs administered to the experimental groups were significantly effective for the development of near and far transfer on both the product and the process compared to the control group. 相似文献
2.
Manoli Pifarré Ruth Cobos 《Educational technology research and development : ETR & D》2009,57(6):787-799
The aim of this study was to examine the development of the metacognitive knowledge of a group of higher education students
who participated actively in an experiment based on a Computer Supported Collaborative Learning environment called KnowCat.
Eighteen university students participated in a 12-month learning project during which the KnowCat learning environment was
used to support scaffolding process among equals during problem-solving tasks. After using KnowCat, the students were interviewed
over their work in this shared workspace. Qualitative analysis revealed that the educational application of KnowCat can favour
and improve the development of metacognitive knowledge. 相似文献
3.
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
4.
Ido Roll Vincent Aleven Bruce M. McLaren Kenneth R. Koedinger 《Metacognition and Learning》2007,2(2-3):125-140
Intelligent Tutoring Systems have been shown to be very effective in supporting learning in domains such as mathematics, physics,
computer programming, etc. However, they are yet to achieve similar success in tutoring metacognition. While an increasing
number of educational technology systems support productive metacognitive behavior within the scope of the system, few attempt
to teach skills students need to become better future learners. To that end, we offer a set of empirically-based design principles
for metacognitive tutoring. Our starting point is a set of design principles put forward by Anderson et al. (Journal of the Learning Sciences, 4:167–207, 1995) regarding Cognitive Tutors, a family of Intelligent Tutoring Systems. We evaluate the relevance of these
principles to the tutoring of help-seeking skills, based on our ongoing empirical work with the Help Tutor. This auxiliary
tutor agent is designed to help students learn to make effective use of the help facilities offered by a Cognitive Tutor.
While most of Anderson’s principles are relevant to the tutoring of help seeking, a number of differences emerge as a result
of the nature of metacognitive knowledge and of the need to combine metacognitive and domain-level tutoring. We compare our
approach to other metacognitive tutoring systems, and, where appropriate, propose new guidelines to promote the discussion
regarding the nature and design of metacognitive tutoring within scaffolded problem-solving environments. 相似文献
5.
This paper reports an intensive study of problem-solving activity of female students at the senior secondary level. The study focussed both on the mathematical processing and the underlying cognitive and metacognitive activities that led to that processing. Response maps were used to analyse and categorize the written responses from individual students while videotaped problem solving sessions and structured and free response interviews probed the students' metacognitive knowledge, strategies, decision making, beliefs and affects. Metacognitive activities were involved in all phases of the solution process with key points in students' solutions identifiable in terms of the cognitive-metacognitive framework of Garofalo and Lester (1985). On average more time was spent on orientation and execution activities with little time being spent on organisation and verification activities, however, the successful groups spent less time on orientation than the other groups. All successful groups displayed a high number of key points where metacognitive decisions could influence cognitive action. Success was accompanied by a tendency to engage in a high number of organisational activities, regulation of execution activities and evaluation activities particularly evaluation of execution but fewer opportunities where metacognitive decisions could influence cognitive actions during orientation. 相似文献
6.
Loredana Mihalca Christoph Mengelkamp Wolfgang Schnotz 《Metacognition and Learning》2017,12(3):357-379
A possible explanation for why students do not benefit from learner-controlled instruction is that they are not able to accurately monitor their own performance. The purpose of this study was to investigate whether and how the accuracy of metacognitive judgments made during training moderates the effect of learner control on performance when solving genetics tasks. Eighty-six undergraduate students solved self-selected genetics tasks using either a full learner control or a restricted learner control. Results indicated that learner control effectiveness was moderated by the absolute accuracy (i.e., absolute bias) of metacognitive judgments, and this accuracy was a better predictor of learning performance for full learner control than for restricted learner control. Furthermore, students’ prior knowledge predicted absolute accuracy of both ease-of-learning judgments (EOLs) and retrospective confidence judgments (RCJs) during training, with higher prior knowledge resulting in a better absolute accuracy. Overall, monitoring guided control, that is, EOLs predicted time-on-task and invested mental effort regardless of the degree of learner control, whereas RCJs predicted the total training time, but not the number of tasks selected during training. These results suggest that monitoring accuracy plays an important role in effective regulation of learning from problem-solving tasks, and provide further evidence that metacognitive judgments affect study time allocation in problem solving context. 相似文献
7.
Design and usability assessment of a dialogue‐based cognitive tutoring system to model expert problem solving in research design 
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下载免费PDF全文 Wei‐Chen Hung Thomas J. Smith M Cecil Smith 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):82-97
Technology provides the means to create useful learning and practice environments for learners. Well‐designed cognitive tutor systems, for example, can provide appropriate learning environments that feature cognitive supports (ie, scaffolding) for students to increase their procedural knowledge. The purpose of this study was to conduct a series of usability tests of a dialogue‐based design framework for the presentation of domain knowledge and assess how it can be used to actively engage learners in learning about research methods. Three formal usability assessments and an instructor adoption assessment were conducted during the development of the tutoring system. Each usability assessment employed diverse data collection methods to ensure broad and in‐depth coverage of findings. The findings revealed that the dialogue metaphor enabled natural and participatory interactions between the system and users. The feedback prompts or hints and support resources provided opportunities for learning during the process of problem solving. Future research to extend the support of usability assessments is also discussed. 相似文献
8.
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
9.
Multiple studies have shown benefits of problem-solving prior to instruction (cf. Productive Failure, Invention) in comparison to direct instruction. However, students’ solutions prior to instruction are usually erroneous or incomplete. In analogy to guided discovery learning, it might therefore be fruitful to lead students towards the discovery of the canonical solution. In two quasi-experimental studies with 104 students and 175 students, respectively, we compared three conditions: problem-solving prior to instruction, guided problem-solving prior to instruction in which students were led towards the discovery of relevant solution components, and direct instruction. We replicated the beneficial effects of problem-solving prior to instruction in comparison to direct instruction on posttest items testing for conceptual knowledge. Our process analysis further revealed that guidance helped students to invent better solutions. However, the solution quality did not correlate with the posttest results in the guided condition, indicating that leading students towards the solution does not additionally promote learning. This interpretation is supported by the finding that the two conditions with problem-solving prior to instruction did not differ significantly at posttest. The second study replicated these findings with a greater sample size. The results indicate that different mechanisms underlie guided discovery learning and problem-solving prior to instruction: In guided discovery learning, the discovery of an underlying model is inherent to the method. In contrast, the effectiveness of problem-solving prior to instruction does not depend on students’ discovery of the canonical solution, but on the cognitive processes related to problem-solving, which prepare students for a deeper understanding during subsequent instruction. 相似文献
10.
This phenomenographic study documented changes in student-held electrical concepts the development of meaningful learning
among students with both low and high prior knowledge within a problem-based learning (PBL) undergraduate electrical engineering
course. This paper reports on four subjects: two with high prior knowledge and two with low prior knowledge. Subjects were
interviewed at the beginning and end of the course to document their understanding of basic electrical concepts. During the
term, they were videotaped while solving problems in lab. Concept maps were generated to represent how subjects verbally connected
concepts during problem-solving. Significant to PBL research, each subject’s body of meaningful learning changed with each
new problem, according to how the subject idiosyncratically interpreted the activity. Prior knowledge among the four subjects
was a predictor of final knowledge, but not of problem-solving success. Differences in success seemed related more to mathematical
ability and habits of mind. The study concluded that, depending on context, meaningful learning and habits of mind may contribute
significantly to problem-solving success. The article presents a testable model of learning in PBL for further research. 相似文献
11.
12.
This study examined the effects of metacognitive scaffolds on learning outcomes of collaborating students in an innovative
learning arrangement. The triads were supported by computerized scaffolds, which were dynamically integrated into the learning
process and took a structuring or problematizing form. In an experimental design the two experimental groups receiving scaffolds
were compared with a control group. The experimental groups differed in the form of scaffolding used: structuring scaffolds
versus problematizing scaffolds. We analyzed the effects of metacognitive scaffolding and of different forms of scaffolds
on the learning outcomes at group and individual level. The results showed no effect of scaffolding on group performance,
nor on the acquired individual domain knowledge, but a small effect on acquired individual metacognitive knowledge. With respect
to the effects of different forms of scaffolds, we found a small effect on group performance, on transfer of individual domain
knowledge and on the individual metacognitive knowledge acquired. 相似文献
13.
Han-Yu Sung 《Interactive Learning Environments》2018,26(1):118-134
Researchers have recognized the potential of educational computer games in improving students’ learning engagement and outcomes; however, facilitating effective learning behaviors during the gaming process remains an important and challenging issue. In this paper, a collaborative knowledge construction strategy was incorporated into an educational computer game to facilitate students’ knowledge sharing and organizing during the game-based learning process. An experiment was conducted to examine the students’ learning behavioral patterns, group efficacy, and problem-solving awareness. The experimental results revealed that the proposed approach improved the students’ learning achievements and awareness of problem-solving. Moreover, from the analysis of the students’ behavior sequences, it was found that, with the collaborative knowledge construction mechanism, the students revealed significantly more aggressive learning behavioral patterns, such as “comparing and observing the learning targets” and “seeking clues and answers” during the gaming process. This implies that integrating the collaborative knowledge construction mechanism into the gaming process has great potential for helping students effectively learn and organize knowledge as well as fostering their awareness of applying the acquired knowledge to dealing with problems. 相似文献
14.
Stanley J. Portier Hans A. van Buuren 《European Journal of Psychology of Education - EJPE》1995,10(2):197-207
The present contribution focuses on an interactive learning environment for the delivery of distance education learning materials. The use of such an interactive learning environment is foreseen in a distance education context in which students explore and study (part) of the learning materials by means of a personal computer. Research with interactive learning environments is transposed to the development of a course delivery environment, called ILCE, that also supports the development of a course model and learning materials. A learning environment as used in the present study allows students to access the course materials in a more flexible way. The printed self-study materials often do not correspond with the specific needs of a student, are only weakly related to his or her prior knowledge, or do not take account of differences in learning style. Although the printed course materials include text-embedded support devices (e.g., examples, exercises, illustrations), it is questioned whether the available devices provide enough support for each individual student. Therefore, it is argued that an interactive learning environment — in which a student is actively engaged in selecting learning materials (basic content and embedded support devices) — may provide a valuable tool in order to meet the individual needs of the student. Prototypes of an interactive learning environment were tested in two experimental settings. It appeared that all students were actively engaged in selecting the required support devices. However, the results showed that students with a high prior knowledge state manifested a higher amount of interactive use of support devices than their peers with a low prior knowledge state. The latter was especially found for support devices that either reinforce the acquisition process or provide a tool to test one’s mastery level. 相似文献
15.
Piret Soodla Anna-Liisa Jõgi Eve Kikas 《European Journal of Psychology of Education - EJPE》2017,32(2):201-218
The study examined the relationships between teachers’ metacognitive knowledge of reading strategies and their students’ metacognitive knowledge and reading comprehension. The study was carried out among language art teachers (N?=?34) and their students (N?=?534) in the last year of primary school (ninth grade) in Estonia. Multilevel modeling was used to test the hypotheses of relationships between students’ metacognitive knowledge and reading comprehension, while controlling for students’ previous reading comprehension (in eighth grade) as well as the relations between teachers’ metacognitive knowledge of reading strategies and students’ metacognitive knowledge and comprehension. The results showed that students’ metacognitive knowledge of reading strategies related to their reading comprehension, concurring with previous findings. The main finding was that teachers’ metacognitive knowledge of reading strategies significantly related to their students’ metacognitive knowledge, but not to reading comprehension. These results indicate that students’ reading comprehension may be supported by improving their metacognitive knowledge of reading strategies. In addition, the findings highlight the importance of teachers’ metacognitive knowledge in students’ metacognitive knowledge. 相似文献
16.
Metacognition refers to an individual's knowledge, control and awareness of his/her learning processes. An important goal
of education is to develop students as metacognitive, life-long learners. However, developing students' metacognition and
evaluating whether classrooms are oriented to the development of students' metacognition are difficult and often time-consuming
tasks. Further, no instruments that measure key dimensions related to classroom factors that specifically influence the development
of students' metacognition have been available. This article describes the conceptualisation, design, and validation of an
instrument for evaluating the metacognitive orientation of science classroom learning environments. The metacognitive orientation
of a learning environment is the extent to which that environment supports the development and enhancement of students' metacognition.
Social constructivism was the guiding referent informing the instrument's orientation and development. This instrument measures
students' perceptions of the extent to which certain psychosocial dimensions, evident in learning environments where interventions
have resulted in enhanced student metacognition, are evident in their science classrooms. Findings from the use of this instrument
complement what is already known from research studies to be generally the case in relation to science classrooms' metacognitive
orientation.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
17.
网络环境下PBL的模式研究 总被引：30，自引：3，他引：30
PBL(Problem-based Learning),即基于问题的学习。该学习模式的主要特点是学习者围绕着复杂问题的解决而结合成小组,小组成员在自主学习的基础上,相互间进行合作,共同为解决问题而努力。在现代远程教育领域中,PBL有着广泛的应用前景。我们研究认为,Internet环境下PBL的模式大体具有以下六个环节,依次是:设计并开发问题,把学习者组织成小组,传输问题并引导学习者确定学习目标,小组成员独立自主的学习,小组成员相互汇报和讨论各自学习的结果,师生对于解决问题的过程进行总结和评价。 相似文献
18.
This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds). We found that groups receiving scaffolding showed significantly more intra-group interactions in which the group members co-construct social metacognitive activities. Groups receiving problematizing scaffolds showed significantly less ignored and more co-constructed social metacognitive interaction compared to groups receiving structuring scaffolds. These findings indicate that scaffolding positively influenced the group members’ intra-group social metacognitive interaction. We also found a significant relation between students’ participation in intra-group social metacognitive interaction and students’ metacognitive knowledge. Twelve percent of the variance in students’ metacognitive knowledge was explained by their participation in intra-group shared social metacognitive interaction. Therefore, future research should consider how to design scaffolds that elicit intra-group social metacognitive interaction among group members to enhance the development of students’ metacognitive knowledge. 相似文献
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20.
It is generally agreed that acquiring thinking and problem-solving skills is nowadays a primary objective of general education. Responding appropriately to this challenge requires an answer to the following questions: 1. what does the acquisition of problem-solving skills involve, and 2. how can those abilities be fostered through systematic instruction? This contribution describes a four-step model of skilled problem-solving processes, and gives an overview of three major categories of cognitive skills involved in competent problem solving, namely, the flexible and integrated application of domain-specific knowledge, of heuristic methods, and of metacognitive skills. Furthermore, a framework is presented for the design and elaboration of powerful teaching-learning environments in which such problem-solving skills can be acquired efficiently. Two basic ideas underlying this model are: the view of learning as a constructive process, and the idea of cognitive apprenticeship as an effective and appropriate method for learning and teaching. Finally, some recent research findings supporting the educational significance of the framework are briefly reviewed. 相似文献