Download or read book Metacognitive Strategy Use and Its Effects on College Biology Students Attitude Toward Reading in the Content Area written by and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects of a Metacognitive Study Strategy written by Janice Lee Thornton McIntyre and published by . This book was released on 1993 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effect of Metacognitive Strategies on Student Attitude Toward Reading written by Kathryn Euler and published by . This book was released on 2018 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the effect of metacognitive strategies on students' attitude toward learning, with the strategies and learning experiences being specifically related to learning about reading. The three strategies that were explicitly taught were: previewing the text, questioning, and summarizing. Student surveys were conducted prior to learning a metacognitive strategy, and again after having time to put that strategy in place while reading independently. Data was gathered and coded to search for a correlation between explicitly learning and implementing a metacognitive strategy and improving students' attitude toward learning experiences related to reading. Most attitudes recorded on the surveys remained consistent throughout the study, but one trend emerged. On average, Students reported a positive change on each post survey on the prompt "This strategy made me a better reader". While explicitly teaching metacognitive strategies did increase student awareness of the learning process, this study did not implicate a noticeable impact on their attitude toward learning.
Download or read book Effect of Metacognitive Reading Strategies on Improving Concept Understanding in High School Biology Students written by Jennifer Alexander Courtney and published by . This book was released on 2012 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main purpose of this project was to determine how specific reading strategies impacted student understanding of genetics, evolution, populations, and ecology in high school biology. Forty-seven students in three achievement levels were tracked for changes in their abilities to answer high-order questions, as well as changes in their attitudes and motivations. Teacher attitude and motivations were also measured. The study revealed that students showed overall improvement in high-order thinking compared to non-treatment, and that student attitudes and motivations improved slightly during the project. Teacher attitudes and motivations improved as students progressed through the treatment.
Download or read book Assessing the Impact of Metacognition and Reading Lessons on Metacognitive Awareness Reading Comprehension and Attitude in Introductory College Biology written by Kendra Hill and published by . This book was released on 2013 with total page 192 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Planning the Attack on Content Area Reading the Effect of Four Metacognitive Strategies on Weak Adolescent Readers Confidence written by and published by . This book was released on 1909 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought information on the effectiveness of teaching four metacognitive strategies to a small group of struggling adolescent students. The investigation examined the transfer of strategies to content area classes and the changes in student confidence in reading class-related texts. The strategies chosen were (1) text preview, labelled 'Survey' by Aukerman (1972), (2) summarizing, using Cunningham's 'GIST' (1982), (3) ' note taking' for definitions and annotations (Vacca & Vacca, 1996), and (4) a guided study technique, Robinson's 'SQ3R' (1970). Reading strategies chosen were student-initiated and student-directed and suited to independent use with content area texts. The study tracked six grade seven students through six weeks of small group sessions where strategies were learned and practiced and then determined student changes regarding two perspectives: the transfer of strategies to content areas of Social Studies and Science and the changes in student confidence in reading content area texts. The following questions were addressed: (1) what transfer occurred from the reading strategy lessons to content area classrooms, (2) what changes were noted in reader confidence in reading content area texts and (3) what were the self-perceptions on the transfer of strategies to content area reading tasks? (Abstract shortened by UMI.).
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 Planning the Attack on Content Area Reading written by Mary Eberling-Penner and published by . This book was released on 1999 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Verbal Protocols of Reading written by Michael Pressley and published by Routledge. This book was released on 2012-12-06 with total page 165 pages. Available in PDF, EPUB and Kindle. Book excerpt: Researchers from a variety of disciplines have collected verbal protocols of reading as a window on conscious reading processes. Because such work has occurred in different disciplines, many who have conducted verbal protocol analyses have been unaware of the research of others. This volume brings together the existing literature from the various fields in which verbal protocols of reading have been generated. In so doing, the authors provide an organized catalog of all conscious verbal processes reported in studies to date -- the most complete analysis of conscious reading now available in the literature. When the results of all of the studies are considered, there is clear support for a number of models of reading comprehension including reader response theories, schema perspectives, executive processing models, and bottom-up approaches such as the one proposed by van Dijk and Kintsch. The summary of results also demonstrates that none of the existing models goes far enough. Thus, a new framework -- constructively responsive reading -- is described. This new model encompasses reader response, schematic and executive processing, and induction from word- and phrase-level comprehension to higher-order meaning. The important concept in this new model is that readers respond to bits and pieces of text as they are encountered, all as part of the overarching goal of constructing meaning from text. This volume also includes a critical review of the thinking aloud methodology as it has been used thus far. This examination suggests that it continues to be an immature methodology, and that much work is needed if a complete theory of conscious processing during reading is to be developed via verbal protocol analysis. Finally, after reviewing what has been accomplished to date, the authors provide extensive discussion of the work that remains to be done and the adequacy of the verbal protocol methodology for permitting telling conclusions about text processing.
Download or read book Metacognitive Strategy Use and Curriculum Design written by Maria Cequeña and published by Ethics International Press. This book was released on 2024-05-09 with total page 249 pages. Available in PDF, EPUB and Kindle. Book excerpt: The global pandemic has changed the educational landscape. It literally closed down schools for more than a year, and paved the way for remote learning. Due to this educational setup, many students worldwide suffered, and continue to suffer, from learning loss. This book presents a teaching method - metacognitive strategies - that can help learners improve their comprehension, and help address this learning loss. The author discusses the theoretical underpinning of metacognitive strategy use and its effects on metacognitive awareness, self-efficacy, reading performance, and motivation, as well as providing practical guidance on how to use metacognitive strategies in designing engaging learning activities that promote collaboration among learners. The book will provide a valuable source of information for education students and teachers across many levels, and a useful and practical reference for college students and graduate students.
Download or read book The Effects of Explicitly Teaching Metacognitive Techniques in a College Level Human Biology Class written by Quincie R. Lords and published by . This book was released on 2014 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: The success rate for Basic Human Biology at Great Falls College - MSU has been declining the last three years. While reflecting on possible reasons for the decline, I narrowed it down to the three most common reasons students seek my help during office hours. These were difficulty with note taking, poor time management and failure to learn from errors. This project evaluated the effect of teaching metacognitive strategies on academic performance, self-efficacy, and ability of students to select appropriate metacognitive strategies. Students were taught time management and study strategies along with reflection activities. Data collection for this project included surveys, interviews, field notes, and exam scores. The results indicated that note taking, study skills and time management improved. Self-efficacy remained the same while academic performance results were inconclusive. The positive outcomes from this project have encouraged me to continue implementing these strategies.
Download or read book Metacognition in Literacy Learning written by Susan E. Israel and published by Routledge. This book was released on 2006-06-17 with total page 463 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume provides the first comprehensive, research-based examination of metacognition in literacy learning. Bringing together research findings from reading, linguistics, psychology, and education, it is logically organized as follows: Part I provides the theoretical foundation that supports the teaching of metacognition; Parts II and III provide new methods for metacognitive assessment and instruction in literacy contexts at all grade levels; and Part IV provides new information on integrating metacognition into professional development programs. Key features include: *Chapter Structure.Teacher reflections at the beginning of each chapter illustrate teacher thinking about the chapter topic and metacognitive connections at the end of each chapter link its content with that of the preceding and following chapters. *Contributor Expertise. Few volumes can boast of a more luminous cast of contributing authors (see table of contents). *Comprehensiveness. Twenty chapters organized into four sections plus a summarizing chapter make this the primary reference work in the field of literacy-based metacognition. This volume is appropriate for reading researchers, professional development audiences, and for upper-level undergraduate and graduate level courses in reading and educational psychology.
Download or read book The Effects of Using Metacognitive Strategies on Student Understanding of Evolutionary Concepts written by Andrea Kathleen Robbins and published by . This book was released on 2013 with total page 130 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this action research project was to observe the effects metacognitive strategies had on student learning, long-term memory, motivation, and teacher enthusiasm in a high school Biology classroom during a unit on Evolution. A three-week unit including the history of evolution, steps of natural selection, and evidence supporting the theory was used as the nontreatment unit and taught using regular teaching strategies. This was followed by a three-week treatment unit covering genetic variation, distribution, and speciation, and included metacognitive strategies like reflection journaling, QUAD notes, and peer justification. Data was collected using preunit and postunit assessments, student reflection journals, surveys, interviews, and teacher reflections. While the intervention seemed to have little or no effect on student understanding, student attitude, and teacher enthusiasm, it did improve student retention of concepts over time. It would seem that the use of metacognitive strategies led to a longer, more durable learning experience.
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 Teach Students How to Learn written by Saundra Yancy McGuire and published by Taylor & Francis. This book was released on 2023-07-03 with total page 182 pages. Available in PDF, EPUB and Kindle. Book excerpt: Co-published with and Miriam, a freshman Calculus student at Louisiana State University, made 37.5% on her first exam but 83% and 93% on the next two. Matt, a first year General Chemistry student at the University of Utah, scored 65% and 55% on his first two exams and 95% on his third—These are representative of thousands of students who decisively improved their grades by acting on the advice described in this book.What is preventing your students from performing according to expectations? Saundra McGuire offers a simple but profound answer: If you teach students how to learn and give them simple, straightforward strategies to use, they can significantly increase their learning and performance. For over a decade Saundra McGuire has been acclaimed for her presentations and workshops on metacognition and student learning because the tools and strategies she shares have enabled faculty to facilitate dramatic improvements in student learning and success. This book encapsulates the model and ideas she has developed in the past fifteen years, ideas that are being adopted by an increasing number of faculty with considerable effect.The methods she proposes do not require restructuring courses or an inordinate amount of time to teach. They can often be accomplished in a single session, transforming students from memorizers and regurgitators to students who begin to think critically and take responsibility for their own learning. Saundra McGuire takes the reader sequentially through the ideas and strategies that students need to understand and implement. First, she demonstrates how introducing students to metacognition and Bloom’s Taxonomy reveals to them the importance of understanding how they learn and provides the lens through which they can view learning activities and measure their intellectual growth. Next, she presents a specific study system that can quickly empower students to maximize their learning. Then, she addresses the importance of dealing with emotion, attitudes, and motivation by suggesting ways to change students’ mindsets about ability and by providing a range of strategies to boost motivation and learning; finally, she offers guidance to faculty on partnering with campus learning centers.She pays particular attention to academically unprepared students, noting that the strategies she offers for this particular population are equally beneficial for all students. While stressing that there are many ways to teach effectively, and that readers can be flexible in picking and choosing among the strategies she presents, Saundra McGuire offers the reader a step-by-step process for delivering the key messages of the book to students in as little as 50 minutes. Free online supplements provide three slide sets and a sample video lecture.This book is written primarily for faculty but will be equally useful for TAs, tutors, and learning center professionals. For readers with no background in education or cognitive psychology, the book avoids jargon and esoteric theory.
Download or read book Improving Student Information Search written by Barbara Blummer and published by Chandos Publishing. This book was released on 2014-10-21 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is a set of active mental processes that allows users to monitor, regulate, and direct their personal cognitive strategies. Improving Student Information Search traces the impact of a tutorial on education graduate students’ problem-solving in online research databases. The tutorial centres on idea tactics developed by Bates that represent metacognitive strategies designed to improve information search outcomes. The first half of the book explores the role of metacognition in problem-solving, especially for education graduate students. It also discusses the use of metacognitive scaffolds for improving students’ problem-solving. The second half of the book presents the mixed method study, including the development of the tutorial, its impact on seven graduate students’ search behaviour and outcomes, and suggestions for adapting the tutorial for other users. Provides metacognitive strategies to improve students’ information search outcomes Incorporates tips to enhance database search skills in digital libraries Includes seminal studies on information behaviour
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.
