Search results for: Meta-cognition
Page 1/2 17 items
What Is Meant by Argumentative Competence? An Integrative Review of Methods of Analysis and Assessment in Education
In this article, the authors conducted an integrative literature review focusing on the methods of argument analysis and assessment that have been proposed thus far in the field of education. Specifically, they constructed an interpretative framework to organize the information contained in 97 reviewed studies in a coherent and meaningful way. The main result of the framework’s application is the emergence of three levels of argumentative competence: metacognitive, metastrategic, and epistemological competence.
Updated: May. 26, 2014
This article argues for its central construct – that of transformation – to be understood by teachers and teacher educators in psychological terms. Transformation requires teachers to fashion disciplinary knowledge such that it is accessible to the learner. It is argued that for transformation to happen, teacher thinking must include a sophisticated grasp of cognition and metacognition if teachers are to be characterised as competent, let alone expert. This paper is written within a context of considerable social and academic scrutiny in the UK of the form and content of professional teacher preparation and development.
Updated: Dec. 16, 2013
Increasing Teachers’ Metacognition Develops Students’ Higher Learning during Content Area Literacy Instruction: Findings from the Read-Write Cycle Project
This article describes one aspect of the Read-Write Cycle (RWC) Project. This article focuses on the RWC Project’s effect on teachers’ metacognition about their own practice leading to upper elementary grade students’ higher learning by developing students’: (1) metacognition and reflection; (2) exploration and depth in content domains; and (3) integration of literacy in content areas. This study pointed to three key areas in which teachers’ metacognition about their own practice lead to an increase in higher order thinking in their respective classrooms.
Updated: Oct. 16, 2012
This study had two purposes. First, it aimed to provide an analysis of the types of questions teachers use to promote thinking, problem-solving and reasoning in their students. Second, it aimed to provide an analysis of the types of discourse the students used to problem-solve and reason during their small group discussions. The results showed that the teachers used a range of questioning strategies from those that probed for information and challenged children’s perspectives to those higher-level questions that required children to provide reasons, make connections or think meta-cognitively.
Updated: Aug. 01, 2012
In this article, the authors investigate the value of collaboration in promoting the sharing of individual reflective thinking in group work and enhancing metacognitive knowledge in a project-based e-learning context. The authors conducted an empirical study using a collaborative learning script combining individual and collaborative activities at specific phases of a project as an additional scaffold. The authors used MyProject in an e-learning context where all the interactions take place online and the life cycle of a project is inherent in the environment.
Updated: Jul. 23, 2012
The purpose of this article is to show how teachers introduce and include cognitive learning strategies as part of their teaching. Furthermore, the article also describes how pupils experience the use of strategies in their learning processes, as seen from the teachers’ perspective. The article outlines in a theoretical and practical way the concepts of self-regulated learning, learning strategies and metacognition by looking at concrete examples in the classroom. This study shows that although self-regulated learning is one of the aims of the teaching practice, this does not mean that the pupils are left on their own to totally direct their own learning.
Updated: Aug. 23, 2011
Many English Language Teacher trainees find it difficult to develop a lesson holistically and to maintain alignment across aims, procedural steps, and evaluation when planning and implementing a lesson. The authors attempted to address this problem by establishing a model of trainees’ action that included their deliberate metacognitive structuring of a lesson both in planning and review phases.
Updated: Mar. 24, 2011
This article investigates how the use of Pupil Views Templates (PVTs) supports teachers' professional learning. This article reports on a three-year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. Links between the tools used, the source of the feedback, and teachers' learning are mapped from a 'second order perspective' derived from the diverse data sources.
Updated: Jan. 31, 2010
4E × 2 Instructional Model: Uniting Three Learning Constructs to Improve Praxis in Science and Mathematics Classrooms
Changing beliefs and overcoming external obstacles encourages the use of inquiry, but a clear, yet dynamic, instructional model is also needed for teachers to see the potential of inquiry-based instruction. The proposed 4E × 2 Instructional Model provides such a model for learning that links strong conceptual understanding of content with inquiry learning experiences. The 4E × 2 Model integrates three constructs, formative assessment, inquiry instructional models, and metacognitive reflection.
Updated: Jan. 12, 2010
Metacognition (as a process) and metacognitive knowledge (as a product) are seen as important components of cognitive development and signs of intellectual maturity.The development of metacognitive knowledge is not, however, reserved for adult learners. The goal of this study was to examine what practices lead to successful self-reflection and promote metacognitive development in young learners.
Updated: Mar. 17, 2009