Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics     

Tarja-Riitta Hurme  Tuire Palonen  Sanna Järvelä 《Metacognition and Learning》2006,1(2):181-200

The aim of this study was to examine metacognition in computer-supported collaborative problem solving. The subjects of the study were 13-year-old Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs’ problem-solving task involving polygons in a geometry course. The data consist of the student pairs’ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs’ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.  相似文献   

Searching for the impact of teacher behavior on promoting students’ cognitive and metacognitive skills     

《Studies in Educational Evaluation》2020

This study investigates the impact of teaching factors on students’ cognitive and metacognitive achievement in mathematics. Written tests and the “Metacognitive Skills and Knowledge Assessment” tool were administered to grade 4 and 5 students (n = 924) at the beginning and end of the school year 2013-2014. A student questionnaire was used for measuring teaching factors. Multilevel SEM analyses revealed a reciprocal relationship between students’ cognitive and metacognitive skills. All teaching factors of the dynamic model of educational effectiveness were found to be associated with mathematics achievement but only four factors (modeling, assessment, questioning, and dealing with misbehavior) were associated with two aspects of metacognition (i.e. prediction and evaluation). Implications of findings are drawn.  相似文献   

元认知理论在大学英语精读教学中的应用     

林榕 《福建师大福清分校学报》2009,(6):64-68

近年来元认知理论对英语教学的重要作用为广大教育学家所重视。本文介绍了元认知理论及其在英语学习中的作用,提出将元认知理论运用于大学英语精读教学,以适应新的大学英语教学模式。增强学生自主学习能力。从而提高英语学习效率。  相似文献   

Knowledge elaboration: A cognitive load perspective   总被引：3，自引：3，他引：0  

Slava Kalyuga   《Learning and Instruction》2009,19(5):402-410

The process of knowledge elaboration is considered from the perspective of cognitive load theory. This theory assumes that the available knowledge structures in long-term memory (LTM) are used to organize and guide cognitive processing in complex learning. Accordingly, the role of external instructional guidance in the process of knowledge elaboration could be described as providing a substitute for knowledge structures missing from LTM. Thus, the executive guidance in complex learning environments is shared between the person (based on his/her LTM knowledge structures) and another expert or instructional means. This article analyzes instructional implications of this assumption. Adaptive learning environments are suggested for tailoring knowledge elaboration processes to changing characteristics of individual learners. Means for identifying and predicting the learner's LTM-based executive guidance are proposed so that they can be utilized in the building of adaptive learning environments.  相似文献   

Problem-based learning and the development of metacognition   总被引：1，自引：0，他引：1  

Kevin Downing  Theresa Kwong  Sui-Wah Chan  Tsz-Fung Lam  Woo-Kyung Downing 《Higher Education》2009,57(5):609-621

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest ‘meta-level’ of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.  相似文献   

Differences in self-regulatory skills among talented athletes: The significance of competitive level and type of sport     

Laura Jonker  Marije T. Elferink-Gemser  Chris Visscher 《Journal of sports sciences》2013,31(8):901-908

Abstract

Research has shown that talented athletes outscore their mainstream peers on the basis of self-regulation. Although valuable, this does not tell us more about the distinction between good athletes and the best, which is a prerequisite in talent development. Therefore, we examined the self-regulatory skills of 222 male and female talented athletes aged 12–16 years as a function of competitive sport level (junior international or junior national athletes) and type of sport (individual or team sports). Multivariate analyses of covariance in combination with a discriminant function analysis revealed that “reflection” distinguishes between athletes at the highest levels of excellence. Furthermore, athletes playing individual sports had higher scores on “planning” and “effort” than team sport athletes, highlighting the importance of differences between types of sport. In conclusion, we emphasize the importance of reflection as a self-regulatory skill. Reflection facilitates the development of sport-specific characteristics, which may vary by type of sport. This means that an advanced sense of reflection may help talented athletes to acquire desirable characteristics during their “talent” years to ultimately reach adult elite levels of competition.  相似文献   

元认知理论视野下的外语师资培训   总被引：1，自引：0，他引：1  

叶志雄 《哈尔滨学院学报》2004,25(4):55-58

元认知是对认知的认知，即以认知作为研究对象的认知。这一概念包括三方面的内容：元认知知识、元认知体验和元认知监控。教师的教学活动从本质上说是一种认知活动，受训教师具有作为成人学习者的需要和特点，外语师资培训应从自我反思意识的加强和自我反思能力的训练两方面提高外语教师元认知监控能力。  相似文献   

论元认知与英语阅读   总被引：2，自引：0，他引：2  

付丽芳 《钦州学院学报》2005,20(4):70-72

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。元认知能力与学生的英语阅读水平显著相关,元认知能力较强的学生英语阅读水平通常也较高,教师应注重培养学生的元认知能力:丰富学生的元认知知识,强化学生的元认知体验,加强学生的元认知监控。  相似文献   

Collective reflective assessment for shared epistemic agency by undergraduates in knowledge building     

Yuqin Yang  Qianqian Chen  Yawen Yu  Xueqi Feng  Jan van Aalst 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(4):1136-1154

We examined the facilitation of shared epistemic agency through a knowledge-building (KB) design that included analytics-supported collective reflective assessment (AsCRA). Forty undergraduate students taking a Liberal Studies course at a university in central China used the promising ideas tool and the knowledge building discourse explorer to self-analyze the online discourse they had created in Knowledge Forum® (KF), an online discourse environment; 34 students in a comparison section of the same course used KF but did not use the additional tools. Both classes were taught by the same teacher and studied the same inquiry topics. Multifaceted analysis of students' interaction in and the quality of discourse on KF, an educational online platform, indicated that analytics-supported reflective assessment helped them to develop high-level shared epistemic agency in the KB process. Qualitative analysis showed that AsCRA helped students to focus on high-level goals (idea negotiation, synthesis of ideas and rise above thinking) in KB, and to engage in continuous assessment, reflection, and action planning to regulate and improve their discourse. The findings have important implications for the design of technology-rich environments to support learners, and may help teachers identify the potential uses of such environments to encourage learners to engage in productive collaborative inquiry and develop metacognition and agency.  相似文献   

Overconfidence in children's multi-trial judgments of learning     

《Learning and Instruction》2014

The underconfidence with practice effect (UWP) refers to the finding that people's judgments of learning shift from overconfidence to underconfidence on and after a first study-test trial (Koriat, Ma'ayan, & Sheffer, 2002). Finn and Metcalfe (2007, 2008) proposed that people show UWP because they use their memory of prior test performance as a cue to make subsequent judgments of learning and inadequately account for new learning (i.e. the Memory for Past Test (MPT) heuristic). In contrast to adults, 3rd and 5th graders' judgments showed persistent overconfidence on and after a first study-test trial. A second experiment tested children's ability to remember their prior test performance. Children's prior performance discriminations were accurate for items that they answered correctly on the prior trial, but were overconfident for items they had answered incorrectly indicating that their continued overconfidence was a result of faulty memory, rather than a failure to use the MPT heuristic.  相似文献