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31.
As more and more libraries consider GPA and year-to-year retention as relevant and meaningful measures of interest, it is important to consider whether these measures are locally appropriate. Several limitations of broadly applying GPA and first-year retention as measures of student success were recently discovered while completing a large exploratory research project. The project assessed the impact of a library assignment offered to students during their first term on campus at a large public research university. Findings revealed the assignment had a greater impact on regional campus students in contrast to the larger central campus, where changes in admission requirements has created an increasingly high-performing cohort of first-year students. Other indicators which may better locally articulate library contributions to student success are needed. 相似文献
32.
Eric Eslinger Barbara White John Frederiksen Joseph Brobst 《Journal of Science Education and Technology》2008,17(6):610-617
This research addresses the effectiveness of an interactive learning environment, Inquiry Island, as a general-purpose framework
for the design of inquiry-based science curricula. We introduce the software as a scaffold designed to support the creation
and assessment of inquiry projects, and describe its use in a middle-school genetics unit. Students in the intervention showed
significant gains in inquiry skills. We also illustrate the power of the software to gather and analyze qualitative data about
student learning. 相似文献
33.
Annemie Desoete 《Metacognition and Learning》2008,3(3):189-206
Third grade elementary school children solved tests on mathematical reasoning and numerical facility. Metacognitive skillfulness
was assessed through think aloud protocols, prospective and retrospective child ratings, teacher questionnaires, calibration
measures and EPA2000. In our dataset metacognition has a lot in common with intelligence, but planning measured with teacher
ratings plays a role above and beyond IQ. Moreover, we found that skills are generally related, but that it is more appropriate
to assess them separately. In addition, results show the value of an experienced teacher as actual measure of metacognitive
planning skills. Our dataset suggests convergent validity for prospective and retrospective child ratings, but no significant
relationship with the other metacognitive measures. Metacognitive skillfulness combined with intelligence accounts for between
52.9% and 76.5% of the mathematics performances. The choice of diagnostic instruments highly determines the predicted percentage.
Consequences for the assessment of metacognitive skills are discussed. 相似文献
34.
蔡任娜 《佳木斯教育学院学报》2015,(6)
自上世纪八十年代以来,关于元认知监控的研究已取得许多有价值的研究成果。其中,关于元认知监控的发展规律上也得到广泛的关注。但是受到实验范式、实验条件、实验材料等的影响,关于该研究点上仍有许多问题值得探索。 相似文献
35.
We present a proposal for helping students to cope with statistical word problems related to the classification of different cases of confidence intervals. The proposal promotes an environment where students can explicitly discuss the reasons underlying their classification of cases. 相似文献
36.
This experiment investigated metacognitive monitoring in the processing of anaphors in 10–year-old skilled and less skilled comprehenders. Two tasks were used with expository texts. The direct self-evaluation task was carried out with consistent texts in which target anaphors were either repeated noun phrases or pronouns. Subjects had to read and to evaluate their own comprehension on a 6–point scale. After reading, subjects answered multiple-choice questions designed to test the processing of anaphors. In the inconsistency detection task, target anaphors were either repeated noun phrases or inconsistent noun phrases. Subjects had to read and detect inconsistencies. After reading, they answered multiple-choice questions. In both tasks, on-line measures (reading times for units containing target anaphors and for subsequent units, and look-backs) were collected in addition to off-line measures (ratings of comprehension, detection of inconsistencies and response to multiple-choice questions) in order to analyse indicators of implicit and explicit evaluation and revision activities. The results from the two tasks converged: less skilled comprehenders showed deficiencies in monitoring on measures of implicit and explicit evaluation and revision. Patterns of reading times revealed that less skilled comprehenders were sensitive to the difficulties in processing pronouns in the self-evaluation task and also sensitive to the lack of text cohesion in the inconsistency detection task. However, this sensitivity was weak and unable to trigger explicit activities. These results were interpreted in the framework of Karmiloff-Smith's (1986) model. 相似文献
37.
《Journal of Intercultural Communication Research》2013,42(4):288-306
This study has three main goals: (1) to test an instrument designed to measure first language metacognitive listening strategies in other cultural contexts, (2) to refine and revise the scale if necessary, and (3) to discern whether the notion that first language listeners use intuitive strategies to make meaning regardless of language is supported. Toward these goals, authors developed the Intercultural Metacognitive Listening Strategies Instrument, which displays evidence of validity in four populations and three distinct cultures: the United States, Germany, and Japan. Ultimately, this study supports the notion that there are intuitive strategies that listeners use to make meaning regardless of language. 相似文献
38.
Most theories predict that when people indicate that they are highly confident they are producing their strongest responses.
Hence, if such a high confidence response is in error it should be overwritten only with great difficulty. In contrast to
this prediction, we have found that people easily correct erroneous responses to general information questions endorsed as
correct with high-confidence, so long as the correct answer is given as feedback. Three potential explanations for this unexpected
hypercorrection effect are summarized. The explanation that is tested here, in two experiments, is that after a person commits
a high-confidence error the correct answer feedback, being surprising or unexpected, is given more attention than is accorded
to the feedback to low-confidence errors. This enhanced attentional capture leads to better memory. In both experiments, a
tone detection task was presented concurrently with the corrective feedback to assess the attentional capture of feedback
stimuli. In both, tone detection was selectively impaired during the feedback to high confidence errors. It was also negatively
related to final performance, indicating that the attention not devoted to the tone detection was effectively engaged by the
corrective feedback. These data support the attentional explanation of the high-confidence hypercorrection effect. 相似文献
39.
易明 《洛阳工业高等专科学校学报》2007,17(6):61-63
对元认知的概念进行了探讨,指出了元认知理论及元认知型的学习策略对外语写作教学和学习的指导意义.并从元认知的五个环节入手,研究了如何将元认知与外语写作教学融为一体,在此基础上,设计了大声思维、自我设问和学习共同体三种元认知型的教学活动. 相似文献
40.
网络自主学习既是以元认知引导和调节的认知过程,又是不断学习和发展元认知的过程。因此。网络学习环境需要为学习者的自主学习活动提供有效的元认知支持。本文以网络自主学习过程的三个阶段为切入点,分别在学习、导航、监管、交互等方面进行了基于元认知的外部支持设计,为学习者构建了一个能够不断发展和提高其自主学习能力和元认知能力的网络学习平台。 相似文献