Download or read book Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.

Download or read book Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia written by Desta Berhe Sbhatu and published by . This book was released on 2006 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students (age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.

Download or read book Discovering Students Metacognitive Awareness written by Yurdagül BOĞAR and published by Akademisyen Kitabevi. This book was released on 2020-01-28 with total page 18 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 756 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Metacognition in Science Education written by Anat Zohar and published by Springer Science & Business Media. This book was released on 2011-10-20 with total page 281 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.

Download or read book Metacognition in Educational Theory and Practice written by Douglas J. Hacker and published by Routledge. This book was released on 1998-03-01 with total page 429 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume presents the most current perspectives on the role of metacognition in diverse educationally relevant domains. The purpose is to examine the ways in which theoretical investigations of metacognition have recently produced a strong focus on educational practice. The book is organized around four general themes relevant to education: metacognition and problem solving, metacognition and verbal comprehension, metacognition and the education of nontraditional populations, and metacognition and studentship. Chapter authors review current literature as it applies to their chapter topic; discuss theoretical implications and suggestions for future research; and provide educational applications. Each chapter describes testable theory and provides examples of how theory can be applied to the classroom. The volume will have wide appeal to researchers and students concerned with the scientific investigation of metacognition, and to practitioners concerned with the cultivation of learning and achievement in their students. The unique contribution of this book to the literature on metacognition is its presentation of the most current research examining specific theoretical aspects of metacognition in domains directly relevant to education. This is especially valuable for the many researchers and practitioners who subscribe to the concept that by fostering metacognitive processes during instruction, more durable and transferable learning can be achieved.

Download or read book The Effect of Metacognitive Training on the Problem Solving Behaviour of Primary 6 Students written by Oi-Man Kwong and published by . This book was released on 2017-01-26 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effect of Metacognitive Training on the Problem Solving Behaviour of Primary 6 Students" by Oi-man, Kwong, 鄺藹文, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The purpose of the study was to investigate the effects of metacognitive training in the course of Mathematics Olympiad for Primary 6 students. Two students were in the group of metacognitive training and past training method respectively. This study adopted a case study design where analysis of the students' problem solving behaviours was used to explore the role of metacognition in problem solving. The difference between the problem solving behaviour of the students with metacognitive training and past training method could be observed. The metacognitive training program, IMPROVE (Mevarech and Kramarski, 1997), was adopted in the study. The skillful arithmetic problems were selected for primary 6 students on problem solving of Mathematics Olympiad. By examining the students' written work and video tapes, it was found that the majority of their adopted strategies revealed successful self-monitoring process in the metacognitive training. Moreover, results from the students exposed to the metacognitive training outperformed those exposed to the past training method on the ability to solve problems. As a result, metacognitive training seemed to provide an effective way for students learning and solving problems. Metacognition allowed students to use the prior knowledge acquired in the lessons in a flexible and strategic way. The metacognitive questions appeared to activate prior knowledge, analyse information and to self-monitor their progress by assessing and correcting their mistakes. The 2students had the habit of checking errors in the steps and correct the mistakes during solving problems. Besides, after solving the problems about the same topic, the students transferred the prior knowledge to the new acquired one. They might deduce the rules of calculation. DOI: 10.5353/th_b3551779 Subjects: Metacognition - Study and teaching (Elementary) - China - Hong Kong Problem solving in children Mathematics - Study and teaching (Elementary) - China - Hong Kong

Download or read book Metacognition in Science Education written by Anat Zohar and published by Springer. This book was released on 2013-11-29 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Why is metacognition gaining recognition, both in education generally and in science learning in particular? What does metacognition contribute to the theory and practice of science learning? Metacognition in Science Education discusses emerging topics at the intersection of metacognition with the teaching and learning of science concepts, and with higher order thinking more generally. The book provides readers with a background on metacognition and analyses the latest developments in the field. It also gives an account of best-practice methodology. Expanding on the theoretical underpinnings of metacognition, and written by world leaders in metacognitive research, the chapters present cutting-edge studies on how various forms of metacognitive instruction enhance understanding and thinking in science classrooms. The editors strive for conceptual coherency in the various definitions of metacognition that appear in the book, and show that the study of metacognition is not an end in itself. Rather, it is integral to other important constructs, such as self-regulation, literacy, the teaching of thinking strategies, motivation, meta-strategies, conceptual understanding, reflection, and critical thinking. The book testifies to a growing recognition of the potential value of metacognition to science learning. It will motivate science educators in different educational contexts to incorporate this topic into their ongoing research and practice.

Download or read book Handbook of Metacognition in Education written by Douglas J. Hacker and published by Routledge. This book was released on 2009-06-15 with total page 651 pages. Available in PDF, EPUB and Kindle. Book excerpt: Providing comprehensive coverage of the theoretical bases of metacognition and its applications to educational practice, this compendium of focused and in-depth discussions from leading scholars in the field: represents an intersection of education, cognitive science, and technology; serves as a gateway to the literature for researchers and practitioners interested in one or more of the wide array of topics included; and sets the standard for scholarship for theoretical research and practical applications in this field. The Handbook of Metacognition in Education — covering Comprehension Strategies, Metacognitive Strategies, Metacomprehension, Writing, Science and Mathematics, Individual Differences, Self-Regulated Learning, Technology, Tutoring, and Measurement — is an essential resource for researchers, faculty, students, curriculum developers, teachers, and others interested in using research and theory on metacognition to guide and inform educational practice.

Download or read book Metacognition in Learning and Instruction written by Hope J. Hartman and published by Springer Science & Business Media. This book was released on 2013-06-29 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unique and stimulating, this book addresses metacognition in both the neglected area of teaching and the more well-established area of learning. It addresses domain-general and domain-specific aspects of metacognition, including applications to the particular subjects of reading, speaking, mathematics, and science. This collection spans theory, research and practice related to metacognition in education at all school levels, from elementary through university.

Download or read book Metacognition in Mathematics Education written by Marcel Veenman and published by . This book was released on 2006 with total page 214 pages. Available in PDF, EPUB and Kindle. Book excerpt: For some decades, theoretical and empirical research has focused on the phenomenon of metacognition and its overwhelming importance to human learning and performance. The real growth in theoretical and empirical studies about metacognition started with the work of Flavell at the end of the 1970s in the context of research on metamemory. The metacognitive concept has been very successful stimulating a lot of studies. The metacognitive research on reading peaked in the 1980s and has levelled since. Metacognition has more recently also been applied to mathematics. Metacognition can be differentiated into two central components, namely metacognitive knowledge and metacognitive processes or skills. In the same vein, Brown (1978) distinguished metacognitive knowledge about the interaction between person, task, and strategies characteristics from the regulation of one's own cognitive activities. The purpose of this book is to help to summarise and clarify some of the issues on the conceptualisation, the assessment and the training of metacognition on mathematical issues in learners with and without mathematics learning disabilities. metacognition in mathematics performance.

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Understanding Metacognition and Critical Components of Thinking and Learning in Public Education Contexts written by and published by . This book was released on 2012 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational delivery in Canada and the United States is in question and it has generated a critical review of the mechanisms involved. Current emphasis is primarily on standardized testing results and receiving less consideration is the understanding of metacognition. Something as fundamental as knowing how you think is not a familiar conversation. This inspired the inquiry of this study. Specifically it explored if metacognition was only a tool that was developed after individuals left public schooling and entered adulthood. This inquiry presents a perspective on the degree of metacognitive awareness of 104 adults educated in Canada and the United States and how their public schooling experience contributed to this understanding. Three questions guided this study: 1) What do adults identify as their learning epistemology? 2) What situations and conditions have supported adult metacognition? 3) What opportunities for metacognitive development are adults able to identify from their schooling experiences? Qualitative and quantitative approaches including survey data, open-ended questions, and selected interviews of eight participants were used in the analysis of this study. The overall findings suggests that over 84% of adult participants identified themselves as being aware of how they learn yet only a third (34.6%) of the participants were able to identify personalized strategies when describing their learning. Grade school settings and resources were not identified as playing a significant role in facilitating metacognitive development for participants. The survey revealed that over half (51%) of the participants were able to develop their metacognitive awareness during post-secondary education or on the job. Of the remainder, A smaller percentage of participants (13.5%) indicated that their metacognitive development was facilitated during their grade school experience or from the support of a grade school teacher (10.6%). Less than a third (31.7%) identified that metacognitive awareness occurred during their K-12 grade school years. The implications of the study point to the absence of metacognitive understanding and the direct teaching of these skills in public education. Further research is needed to provide more clarity in how metacognitive instruction will benefit learners in academic pursuits and beyond.

Download or read book The Effects of Metacognitive Strategy Instruction on Academic Achievement and Task Persistence in Ninth Grade Biology Students written by Rebecca Peterson and published by . This book was released on 2013 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined the effects of metacognitive instructional periods of less than five minutes per lesson on student academic achievement, task persistence, and student self-reported feelings about metacognitive thought processes.

Download or read book Investigating the Effect of a Computer Tool on Students Metacognitive Processes written by Sadhana Puntambekar and published by . This book was released on 1995 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Effects of Metacognitive Instruction on the Academic Achievement of Students in the Secondary Sciences written by Gregory A. Bianchi and published by . This book was released on 2007 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Cognition Metacognition and Culture in STEM Education written by Yehudit Judy Dori and published by Springer. This book was released on 2017-12-01 with total page 380 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book addresses the point of intersection between cognition, metacognition, and culture in learning and teaching Science, Technology, Engineering, and Mathematics (STEM). We explore theoretical background and cutting-edge research about how various forms of cognitive and metacognitive instruction may enhance learning and thinking in STEM classrooms from K-12 to university and in different cultures and countries. Over the past several years, STEM education research has witnessed rapid growth, attracting considerable interest among scholars and educators. The book provides an updated collection of studies about cognition, metacognition and culture in the four STEM domains. The field of research, cognition and metacognition in STEM education still suffers from ambiguity in meanings of key concepts that various researchers use. This book is organized according to a unique manner: Each chapter features one of the four STEM domains and one of the three themes—cognition, metacognition, and culture—and defines key concepts. This matrix-type organization opens a new path to knowledge in STEM education and facilitates its understanding. The discussion at the end of the book integrates these definitions for analyzing and mapping the STEM education research. Chapter 4 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com