Download or read book The Effect of Embedded Metacognitive Prompts and Probes on Students Awareness in a Multimedia Lesson for Elementary School Students written by and published by . This book was released on 2005 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a study he called The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On-line Lesson for Elementary Students, Watson (2001) found that minimal prompting by an online tutorial increased 5 th grade students' comprehension of how much they understood. While Watson's findings demonstrated a significant difference in the ability of prompted and non-prompted students to accurately predict their own performance on posttests, actual scores were not greater than those of control students until the results were analyzed by gender. The purpose of this study was to replicate and extend Watson's study to determine if the gender differences illuminated in the original study were replicable. The extension was of two parts. The first called for administration of the Inventory of Metacognitive Self-Regulation (IMSR). The IMSR determines a student's unassisted level of metacognitive ability--6his or her metacognitive trait level. While Watson's data collection looked only at students' momentary awareness of their own metacognition, the IMSR is a more refined measure of metacognition and allowed for additional analysis. The second called for examination of how students interpret the metacognitive prompt pages. Watson found some evidence of gender differences in performance on the posttest, very possibly because boys and girls interpreted the prompts differently. The researcher added an experimental group and subjects were given a small incentive to do well on the posttest. The hypothesis was that the incentive would entice the boys to stay more focused on the task of scoring well on the posttest, instead of exploring the tutorial's user-control features. The researcher administered the online tutorial to 147 fifth grade students at one of three different elementary schools. A multiple linear regression showed that all students predicted moderately well, with those in the prompted group not predicting any more accurately than students in the control group. Other statistics calculated yielded non-significant results. Post-hoc analysis showed students scored significantly different on the two posttest measures, although this was not true in the original study. While Watson's original findings were not supported, the questions he raised about whether metacognitive prompts increase metacognitive awareness and possible gender differences in prompt interpretation are valid questions worth pursuing in future research.

Download or read book The Effect of Embedded Metacognitive Prompts and Probes on Students Awareness in a Multimedia Lesson for Elementary School Students written by and published by . This book was released on 2005 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt: In a study he called The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On-line Lesson for Elementary Students , Watson (2001) found that minimal prompting by an online tutorial increased 5 th grade students' comprehension of how much they understood. While Watson's findings demonstrated a significant difference in the ability of prompted and non-prompted students to accurately predict their own performance on posttests, actual scores were not greater than those of control students until the results were analyzed by gender. The purpose of this study was to replicate and extend Watson's study to determine if the gender differences illuminated in the original study were replicable. The extension was of two parts. The first called for administration of the Inventory of Metacognitive Self-Regulation (IMSR). The IMSR determines a student's unassisted level of metacognitive ability--6his or her metacognitive trait level. While Watson's data collection looked only at students' momentary awareness of their own metacognition, the IMSR is a more refined measure of metacognition and allowed for additional analysis. The second called for examination of how students interpret the metacognitive prompt pages. Watson found some evidence of gender differences in performance on the posttest, very possibly because boys and girls interpreted the prompts differently. The researcher added an experimental group and subjects were given a small incentive to do well on the posttest. The hypothesis was that the incentive would entice the boys to stay more focused on the task of scoring well on the posttest, instead of exploring the tutorial's user-control features. The researcher administered the online tutorial to 147 fifth grade students at one of three different elementary schools. A multiple linear regression showed that all students predicted moderately well, with those in the prompted group not predicting any more accurately than students in the control group. Other statistics calculated yielded non-significant results. Post-hoc analysis showed students scored significantly different on the two posttest measures, although this was not true in the original study. While Watson's original findings were not supported, the questions he raised about whether metacognitive prompts increase metacognitive awareness and possible gender differences in prompt interpretation are valid questions worth pursuing in future research.

Download or read book The Effect of Embedded Metacognitive Cues and Probes on Use of Learner Control Features in an On line Lesson for Elementary Students written by John B. Watson and published by . This book was released on 2001 with total page 270 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 2005 with total page 608 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Nature of Science Metacognitive Prompts on Science Students Content and Nature of Science Knowledge Metacognition and Self Regulatory Efficacy written by Erin E. Peters and published by . This book was released on 2007 with total page 183 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of the present quasi-experimental mixed-method design is to examine the effectiveness of a developmental intervention (4-phase EMPNOS) to teach the nature of science using metacognitive prompts embedded in an inquiry unit. Eighty-eight (N=88) eighth grade students from four classrooms were randomly assigned to an experimental and a control group. All participants were asked to respond to a number of tests (content and nature of science knowledge) and surveys (metacognition of the nature of science, metacognitive orientation of the classroom, and self-regulatory efficacy). Participants were also interviewed to find problem solving techniques and shared experiences between the groups. It was hypothesized that the experimental group would outperform the control group in all measures. Partial support for the hypotheses was found. Specifically, results showed significant gains in content knowledge and nature of science knowledge of the experimental group over the control group. Qualitative findings revealed that students in the control group reported valuing authority over evidence, while the experimental group reported that they depended on consensus of their group on the interpretation of the evidence rather than authority, which is more closely aligned to the aspects of the nature of science. Four-phase EMPNOS may have implications as a useful classroom tool in guiding students to check their thinking for alignment to scientific thinking"--Abstract.

Download or read book Metacognition in Learning written by Nosisi Feza and published by BoD – Books on Demand. This book was released on 2019-12-11 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition skills have been proven to have a positive relationship with learning. The strength of metacognition relies heavily on self-efficacy where a student understands his/her learning style, and the ability to use information gathered and align it with his/her learning style. In addition, knowing what you know and how you know it as a student plays a huge role in knowing what you do not know and linking it with what is close or relevant to it, that you know. It is about having skills and knowledge that empowers you to be an independent learner. Literature on classroom practices show a number of short-comings in diverse areas such as poor teacher knowledge, overcrowded classrooms, and lack of resources for learning. An independent student will strive under such an environment by studying independently, searching for resources, and finding multimodal ways of learning. It is also important to note that naturally, human beings are curious and want to learn in order to conquer their world. Hence, Piaget's work of intellectual autonomy cannot be ignored when exploring metacognition. If learning experiences were ideal and developmental, they would be no need to nurture metacognition. Unfortunately, the education systems remove students' curiosity by bringing fake environments into learning that impede creation and imagination. This book emphasises the power of metacognition at different levels of learning. It can be seen as a parallel intervention approach, with expanded knowledge on how to extend existing skills for young children, which is a pre-intervention. Authors in this book bring diverse viewpoints from diverse fields on how to nurture metacognition, thus giving the reader an opportunity to borrow strategies from other fields. This contribution is a mixture of empirical contributions and opinion pieces informed by review of literature.

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 5E Lesson Plans in Education with Metacognitive Interventions written by Venkateswar and published by Notion Press. This book was released on 2022-07-14 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Metacognition is the ability of individuals to apply previously acquired knowledge and experience to operate learning-related activities. The book is based on 5E lesson plan with metacognitive interventions, which were developed based on the 'Education' syllabus of Council of Higher Secondary Education, Odisha, India. This book is a part of a quasi-experimental research. For experimentation purpose two groups were formed i.e., experimental and control group. For the students of experimental group 5E lesson plans were developed and suggestions from subject experts were taken for establishing content validity of the lesson plans before actual implementation. The lesson plans of the experimental group included metacognitive interventions like thinking aloud, concept mapping, brainstorming, and self-assessment. It also included some sorts of metacognitive questions and specific classroom activities in the classroom. The students of control group were taught following traditional approach. The experimentation was conducted in higher secondary schools for more than two months. The students taught with 5E lesson plan with metacognitive interventions were found to have higher self-efficacy, metacognitive awareness and academic achievement of higher secondary school students in education. This book is beneficial for teachers for planning their lessons based on 5E lesson plan with metacognitive interventions.

Download or read book Evidence of Disequilibrium and Changes in Metacognitive Awareness in Prompted Co Operative Students Work Term Blogs written by Sandra Birrell and published by . This book was released on 2014 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined how 26 co-operative education students responded to either explicit or implicit metacognitive prompts in their biweekly written reflections in one of two closed group blogging environments during their first work terms. Fourteen female and 12 male undergraduate students from six faculties volunteered to participate in lieu of completing conventional end of work term reporting. Each group received four metacognitive prompts, either explicit or implicit, based on Winne and Hadwin's four-phase model of self-regulation. Prompts guided participants to reflect every two weeks on how they defined, planned, conducted, and evaluated workplace tasks. Pre-treatment assessments included metacognitive awareness, as assessed by the Metacognitive Awareness Inventory, and autonomy, as assessed by the Self-Determination Scale. Post-treatment assessment was via a second administration of the Metacognitive Awareness Inventory. Exploratory analysis revealed qualitative evidence of disequilibrium, as theorized by John Dewey, in both prompting conditions. Explicit and implicit metacognitive prompting conditions lead to distinct frequencies and qualities of affect, increased references to prompt language, lengthier postings, and an inverse relationship between participant autonomy and changes in metacognitive awareness over a 13-week work term. Results confirmed the effectiveness of Winne and Hadwin's four-phase model of self-regulation as a basis for guiding prompts to increase undergraduate student metacognitive awareness, especially among students who scored lower on the autonomy measure when given explicit metacognitive prompts. This project revealed how social media and metacognitive prompting were successfully used in a field setting to foster reflection and metacognitive awareness in co-operative education students as they completed their first work terms.

Download or read book Metacognitive Strategies in a Web enhanced Environment written by Sally A. Zabel and published by . This book was released on 2005 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: This study focused on the effects of using metacognitive strategy cuing integrated into problem-solving activities in a web-based learning environment. Purposes of the study were to investigate: (a) differences in posttest achievement between students who received metacognitive strategies embedded as cues in engineering problem sets and students who did not receive the treatment; (b) differences in perceptions of problem-solving skills between students who received metacognitive strategies embedded as cues in engineering problem set and students who did not receive the treatment; (c) differences in thermodynamics knowledge; (d) problem-solving steps students reported using across problem sets; (e) characteristics of sampled students, and (f) students' perceptions of web-based problem sets. The sample consisted of 81 students enrolled in an undergraduate thermodynamics course. In-class lectures were scheduled twice weekly, and web-based problem sets were assigned as homework. Two groups, the treatment group using embedded metacognitive cuing and the control group not using the embedded metacognitive cuing, practiced with problem-solving activities over a fifteen-week-semester. Two-thirds through the semester, comprehensive posttest achievement scores were compared between groups. Analyses showed no significant differences between groups when metacognitive strategies were incorporated into web-based problem sets. An instrument was developed and validated to measure students' perceptions of their abilities to plan, monitor, and evaluate problems. Pre- and post testing of students' self-reported perceptions were measured. The results indicated no significant differences between groups. When differences in thermodynamics knowledge and skills between students were measured, pretest to posttest results showed equal improvement for both groups, contradicting the hypothesis those students in the treatment group would improve in skills and knowledge more than the control group. A frequency analysis revealed differences in the amount of times students' reported using engineering problem-solving steps while working through exercises. Most frequently chosen was Step Two - List Variables (91 %) and Step Seven - Solved Equations (91%). The least chosen response was Step Four -- Made/stated Assumptions which was selected only three percent of the time. Implications from this investigation, along with previous research, facilitate definition of boundary conditions when employing metacognitive cuing in web-based learning.

Download or read book The Effect of Teaching Metacognitive Learning Skills on the Performance of Online Learners Demonstrating Different Levels of Self regulated Learning written by Claude Martel and published by . This book was released on 2008 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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 Examining the Role of a Metacognitive Prompting Intervention to Support Students Self regulated and Multiple text Learning written by Taylor Young and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the effects of a metacognitive prompting intervention grounded in Winne and Hadwin's (1998) model of self-regulated learning (SRL). This study employed a pretest-posttest design with a metacognitive prompting with integration reminder (MP+I) treatment condition, a metacognitive prompting (MP) treatment condition, and a control condition. Participants included undergraduate students who were randomly assigned to conditions. The key independent variable in this study was the manipulation of intervention prompts across conditions. The MP+I and MP conditions received prompts throughout their learning task, while the control condition did not receive any prompts. In the learning task, participants engaged with two refutation texts addressing the learning styles myth and were prompted to compose an essay in response to a researcher-generated prompt. Multiple-text learning and SRL outcomes were of interest in this study. Dependent measures included a researcher-generated knowledge assessment, the shortened Metacognitive Awareness Inventory (Harrison & Vallin, 2018; Schraw & Dennison, 1994), monitoring bias and monitoring absolute accuracy indices calculated from confidence judgments, an essay-based writing prompt completed during the learning task, and an adapted version of the Multiple-Text Strategy Inventory (Bråten & Strømsø, 2011). Across the outcome measures, results indicated little support for the metacognitive prompting treatment conditions. Findings suggest that the present intervention was not effective. However, across conditions, results showed that all students learned and demonstrated gains in metacognitive awareness. Limitations and directions for future research are discussed.

Download or read book The Effects of Embedded Metacognitive Cues on Learning During Cooperative Computer based Instruction written by Sandra Clapp Williamson and published by . This book was released on 1999 with total page 468 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Metacognitive Prompts written by Barbara N. Boschert and published by . This book was released on 2018 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to determine (using a paired samples t-test) if the instruction intervention in using metacognitive prompts improved metacognitive awareness and reading comprehension. Students (many having academically at-risk ACT scores) from sections of a reading-based class at a rural Mississippi community college participated in a pretest reading using prompts to identify their thinking, an ACT Compass reading test, instructional intervention sessions on using annotating and metacognitive prompts to aid comprehension, a posttest on a more difficult reading using metacognitive prompts, and another ACT Compass reading test.

Download or read book Resources in Education written by and published by . This book was released on 1990 with total page 992 pages. Available in PDF, EPUB and Kindle. Book excerpt:

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.