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1.
《Learning and Instruction》2007,17(5):564-577
Although writing learning protocols is an effective follow-up course work activity, many learners tend to do it in a rather suboptimal way. Hence, we analyzed the effects of instructional support in the form of prompts. The effects of different types of prompts were investigated in an experiment with four conditions: cognitive prompts, metacognitive prompts, a combination of cognitive and metacognitive prompts, or no prompts (N = 84 undergraduate psychology students). We found that the prompts stimulated the elicitation of cognitive and metacognitive learning strategies. The provision of purely metacognitive prompts did not, however, improve learning outcomes. Only the groups who had received cognitive, or a combination of cognitive and metacognitive, prompts learned more than the control group. This effect was mediated by cognitive learning strategies. The learners in the successful groups did not perceive the prompted learning strategies as more helpful than the learners of the group without prompts. It can be concluded that cognitive prompts—alone or in combination with metacognitive prompts—are an effective means to foster learning. However, additional means should be employed in order to convince the learner of the usefulness of such prompts.  相似文献   

2.
This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n?=?25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.  相似文献   

3.
Studying with digital media, learners often struggle because of inadequate self-regulation. Previous research presented clear evidence of metacognitive prompts being effective in supporting learning with digital media. This study examines the potential of motivational regulation prompts, which are assumed to additionally support self-regulated learning. During a 50-minute learning session in a digital media learning environment, 215 university students received either no prompts, only metacognitive prompts, only motivational regulation prompts, or both types of prompts. Task value, metacognitive control, task-related learning activities, and knowledge were assessed at a pretest, posttest, and follow-up. The results replicated known positive effects of metacognitive prompts and revealed additional supportive effects of motivational regulation prompts on all dependent variables. Path modeling of the experimentally induced changes was in line with a theoretical model specifying proximal and distal effects of both prompts. Altogether, this indicates that especially motivational regulation prompts could be an effective scaffold to support SRL with digital media.  相似文献   

4.
The authors investigated differences in the processes underlying two types of metacomprehension judgments: judgments of difficulty and predictions of performance (JOD vs. POP). An experiment was conducted to assess whether these two types of judgments aligned with different types of processing cues, and whether their accuracy correlated with different factors such as sensitivity to processing ease and reading ability. Participants (n?=?72) read an extended text about brain structure and after each sentence made either a JOD or POP. Results suggested that JODs and POPs were made based on different sets of cues because different factors correlated with the accuracy of metacomprehension judgments. JOD accuracy correlated with sensitivity to processing ease and POP accuracy most strongly correlated with reading ability. Engaging in different metacomprehension judgments during reading may alter the information sources to which a reader attends and which factors influence metacognitive accuracy.  相似文献   

5.
Comprehension of science topics occurs when learners meaningfully generate relationships and conceptions about what they read. In this generation process, learners’ cognitive and metacognitive regulation is one of the most critical factors influencing learning. However, learners are not always successful in regulating their own learning, especially in computer-based learning environments (CBLEs) where they are alone. Based on this rationale, the present study was designed to examine the effects of two scaffolding strategies—generative learning strategy prompts and metacognitive feedback—on learners’ comprehension and self-regulation while learning the human heart system in a CBLE. Participants were 223 undergraduate student volunteers. Structural Equation Modeling (SEM) was employed to conceptualize and empirically test a model that explains mediating processes among variables. Results revealed that the combination of generative learning strategy prompts with metacognitive feedback improved learners’ recall and comprehension by enhancing learners’ self-regulation and better use of highlighting and summarizing as generative learning strategies.  相似文献   

6.
This article presents two longitudinal studies that investigated expertise reversal effects in journal writing. In Experiment 1, students wrote regular journal entries over a whole term. The experimental group received a combination of cognitive and metacognitive prompts. The control group received no prompts. In the first half of the term, the experimental group applied more cognitive and metacognitive strategies in their journals and showed higher learning outcomes than the control group. Towards the end of the term, the amount of cognitive and metacognitive strategies elicited by the experimental group decreased while the number of cognitive strategies applied by the control group increased. Accordingly, the experimental group lost its superiority on learning outcomes. In order to avoid these negative long-term effects of prompts, a gradual and adaptive fading-out of the prompts was introduced in the experimental group in Experiment 2 while a control group received permanent prompts. The results showed that, over the course of the term, the fading group applied increasingly more cognitive strategies while the control group applied fewer and fewer cognitive strategies. Accordingly, at the end of the term, the permanent prompts group showed substantially lower learning outcomes than the fading group. Together, these results provide evidence for an expertise reversal effect in writing-to-learn. The more the students became skilled in journal writing and internalized the desired strategies, the more the external guidance by prompts became a redundant stimulus that interfered with the students’ internal tendency to apply the strategies and, thus, induced extraneous cognitive load. Accordingly, a gradual fading-out of the prompts in line with the learners’ growing competencies proved to be effective in mitigating the negative side-effects of the provided instructional support.  相似文献   

7.
ABSTRACT

Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high- and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre- and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts.  相似文献   

8.
It is critical that students learn how to retrieve useful information in hypermedia environments, a task that is often especially difficult when it comes to image retrieval, as little text feedback is given that allows them to reformulate keywords they need to use. This situation may make students feel disorientated while attempting image searching. This study thus designed an image navigation tool, location-based hierarchical navigation support (LHINS), which can dynamically construct a compact WordNet-based hierarchy augmented by location. Using this tool, learners can assimilate new information based on their existing knowledge structure, thus avoiding cognitive overload so as to scaffold their metacognitive skills. Sixty-four high school students were invited to take part in an experiment to test the efficacy of the proposed tool compared to a normal keyword-based search (NKBS) system. The experiment evaluated not only the students’ task completion time in the NKBS and LHINS groups, but also their keyword reformulation process, in order to determine the differences in their metacognitive skills. The results revealed that the LHINS group tended to complete the tasks faster and develop better metacognitive skills related to keyword reformulation as compared to the NKBS group. This finding suggests that an image search engine, enhanced by a compact hierarchical navigation tool, can help learners develop better search strategies. When examining how learners with different cognitive styles used the tool, the results showed that learner performance depends on cognitive style, as well as the image retrieval system used, and thus a more detailed investigation of the interaction between the tool and cognitive styles was conducted. Based on these results, several suggestions are derived for designing a more powerful image navigation tool.  相似文献   

9.
Pupils display a production deficiency within self-regulated learning arrangements using experimentation. Available strategy-knowledge does not result in an effective strategy use. This may be due to a lack of metacognitive capabilities and motivation. These aspects should be supported, then, in order to foster strategy use. Providing prompts is a promising method. The question is how to design them to optimal effect. Two characteristics were investigated in an experimental study, namely the adaptability of prompts and their combination with strategy-related feedback. 93 pupils in year 9 experienced self-regulated learning in a computer-based experiment setting. There was a control group and three experimental groups with non-adaptive prompts, adaptive prompts or a combination of feedback and adaptive prompts, respectively. The dependent variables were the extent of using a strategy for experimentation and pupils’ motivation. Benefits for use of strategy were only observed for the group with a combination of feedback and adaptive prompts. The learners in this group remained also more strongly motivated than in the other groups.  相似文献   

10.
The purpose of this research was to develop and test a model of effective self-regulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.  相似文献   

11.
基于元认知理论的本质和大学公共英语教学的特点,选取90名非英语专业大学生进行了元认知策略意识培养的教学实验。实验表明,元认知策略的使用与英语成绩的提高呈显著正相关,在英语教学过程中有意识地进行元认知策略培养对改善大学生的认知效能是积极有效的。  相似文献   

12.
Against the background of an adaptation of Cognitive Load Theory to learner-controlled settings we investigated the impact of learner characteristics on information utilization strategies, cognitive load, and learning outcomes in a hypermedia environment. Based on the data of 79 students, five clusters of students were identified according to their learner characteristics by means of a cluster analysis. Further analyses showed that learners with more favorable characteristics (i.e., higher prior knowledge, more complex epistemological beliefs, more positive attitudes towards mathematics, better cognitive and metacognitive strategy use) tended to show a more adaptive example utilization behavior, reported less cognitive load, and solved more problems correctly than learners with less favorable characteristics.  相似文献   

13.
The present research examined the effect of illustrations on readers' metacomprehension accuracy for expository science text. In two experiments, students read non-illustrated texts, or the same texts illustrated with either conceptual or decorative images; were asked to judge how well they understood each text; and then took tests for each topic. Metacomprehension accuracy was computed as the intra-individual correlation between judgments and inference test performance. Results from both studies showed that the presence of decorative images can lead to poor metacomprehension accuracy. In the second study, an analysis of the cues that students reported using to make their judgments revealed that students who used comprehension-relevant cues showed more accurate metacomprehension. A self-explanation instruction did not alter either comprehension-relevant cue use or metacomprehension accuracy, although some advantages were seen when readers were prompted to self-explain from texts illustrated with conceptual images. These results suggest that students may need more explicit instruction or support to promote the use of valid cues when engaging in comprehension monitoring with illustrated text, and that seductive information such as decorative images may undermine comprehension monitoring.  相似文献   

14.
We examined the effect of drawing sketches on metacomprehension accuracy of science texts for 5th grade (ages 10–11) students (Study 1: N = 60, Study 2: N = 62). Students either received instruction on drawing organizational sketches, which focused on capturing the relationships described in texts, or representational sketches, which focused on capturing details described in texts. They then read and drew sketches for texts, predicted their performance, and completed tests. They completed this procedure for five texts. Metacomprehension accuracy was greater for students instructed to draw organizational sketches than for students instructed to draw representational sketches or those in a control group who did not draw (Study 2). Performance on comprehension tests was also greater for students instructed to draw organizational sketches than for students in other groups. The superior metacomprehension accuracy was explained in terms of the cue-utilization framework of metacognitive monitoring (Koriat, 1997).  相似文献   

15.
The ability to monitor the status of one’s own understanding is important to accomplish academic tasks proficiently. Previous studies have shown that comprehension monitoring (metacomprehension accuracy) is generally poor, but improves when readers engage in activities that access valid cues reflecting their situation model (activities such as concept mapping or self-explaining). However, the question still remains as to which process, encoding or retrieving, causes the improvement of metacomprehension accuracy, and the findings of previous research on this matter have been inconsistent. This study examined whether college students’ metacomprehension accuracy improves when they expect, at the time of reading, that they will explain the content later (active encoding) or when they actually generate an explanation (encoding plus active retrieving). In the experiments, college students read five texts. During reading, some students expected that they would generate explanations but did not actually generate them. In contrast, some students actually generated an explanation of the text after reading. All students then rated their comprehension of each text. Finally, they completed tests on the materials. Results of both studies revealed that metacomprehension accuracy, operationalized as the association between comprehension ratings and test performance, was greater for the group that actually generated explanations than for the expectancy or control groups.  相似文献   

16.
Pre‐reading activities such as title discussion and vocabulary training have been shown to be effective in decreasing oral reading errors and increasing reading rate and comprehension across a range of reading levels. Experiment 1 in this paper examines the effects of these cognitive activities in combination on the reading comprehension of three adult ESL emergent readers. Experiment 2 explores the relative effects of this procedure, and a metacognitive strategy for presenting these pre‐reading techniques, on the comprehension levels of five adult ESL learners. Single subject research designs were employed in both studies. Results of both studies indicate that the cognitive strategy was effective in raising comprehension levels. However, in Experiment 2, the metacognitive instructional strategy, while similarly effective in raising comprehension levels, was also associated with enhanced maintenance in a subsequent non‐treatment phase. Implications of these findings for instructional practice with ELS learners, both proficient and novice first language readers, are considered.  相似文献   

17.
Posing questions about an article might improve one’s knowledge—a cognitive function, or monitor one’s thought processes—a metacognitive function. This study focuses on guided question posing while using a metacognitive strategy by 12th grade honors chemistry students. We investigated the ways by which the metacognitive strategy affected students’ skills to pose complex questions and to analyze them according to a specially designed taxonomy. Our learning unit, Case-based computerized laboratories, emphasizes learning through chemical case studies, accompanied by tasks, that call for posing questions to which the answer cannot be found in the text. Teachers equipped their students with a metacognitive strategy for assessing the quality of their own questions and characterizing them according to a three-component taxonomy: content, thinking level, and chemistry understanding levels. The participants were 793 experimental and 138 comparison chemistry students. Research instruments included interviews and case-based-questionnaires. Interviews with students revealed that using the metacognitive strategy the students had been taught, they were capable of analyzing the questions they generated with the taxonomy. The questionnaires showed that students significantly improved their question posing skill, as well as the complexity level of the questions they posed. A significant difference was found in favor of the experimental group students. Stimulating students to generate complex questions with a metacognitive strategy in mind enabled them to be aware of their own cognitive process and to self-regulate it with respect to the learning task.  相似文献   

18.
Abstract

This study examined learning strategy use in mathematics among East Asian students in East Asian educational systems. By employing latent class analysis on the Programme for International Student Assessment (PISA) 2012 data, we found four classes of learning strategy types, namely memorization with metacognitive strategies (17.49%), metacognitive strategies with memorization (50.70%), elaboration only (10.33%), and metacognitive strategies with elaboration (16.47%). The results showed that the majority of the students in all seven East Asian educational systems belonged to the ‘metacognitive strategies with memorization’ class, and most students adopted more than one type of learning strategy when learning mathematics. Additionally, students who reported the use of metacognitive strategies along with either memorization or elaboration showed higher mathematics achievement. We conclude that the cognitive processes employed by students of East Asian backgrounds are more complex and nuanced than the previous perception that they relied heavily on memorization.  相似文献   

19.
ABSTRACT

Rubrics can guide teachers to provide effective feedback and students’ peer- and self-assessment. This paper examines the effect of rubric use in flipped learning activities on students’ learning achievement, metacognitive awareness, and cognitive load through a quasi-experiment. A total of 83 university students were randomly assigned to an experimental group or a control group. The students in the experimental group were given rubrics in performing pre-class learning activities on the cloud platform, while those in the control group used rubrics in post-class assessment and modification of their finished works. The results show that rubric use can assist flipped learning by improving students’ learning achievement and metacognitive awareness, while reducing their cognitive load. Using rubrics before in-class work can yield stronger benefits in raising metacognitive awareness and lessening cognitive load. Moreover, the study reveals that students tend to hold a generally favorable attitude toward rubric use. These findings imply that appropriate use of rubrics in flipped learning has the potential to create a more efficient and learner-friendly condition to enhance self-regulated learning.  相似文献   

20.
Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter.  相似文献   

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