Search results for: Meta-cognition
Page 2/2 17 items
Thinking About Thinking: It's not Just for Philosophers:” Using Metacognitive Journals to Teach and Learn About Constructivism
This paper describes how Metacognitive Journals were used to teach prospective early childhood educators about constructivism. The authors emphasize the importance of modeling constructivist pedagogy and cultivating students' metacognitive potential.
Updated: Feb. 11, 2009
The present study aimed to examine pre-service and in-service teachers' metacognitive knowledge about the frequency, efficacy, and facility of applying different problem-solving strategies in different kind of problems. This study based on the methodology presented in the research of Antonietti, A., Ignazi, S., & Perego, P. (2000). A sample of 338 in-service teachers (172) and pre-service teachers (166) participated in the study. The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods.
Updated: Jan. 07, 2009
Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.
Updated: Dec. 01, 2008
Cognitive Strategy Instruction for Adolescents : What We Know about the Promise, What We Don’t Know about the Potential
'Strategy instruction” is quickly becoming one of the most common — and perhaps the most commonly misunderstood — components of adolescent literacy research and practice. In this essay, the author - a veteran teacher educator - argues that a particular type of strategy instruction known as cognitive strategy instruction holds great promise for improving adolescents’ reading, writing, and thinking across content areas.
Updated: Jun. 16, 2008
The article examines the use of metacognitive monitoring to enhance learning. It describes an intervention program, aimed at evaluating third-grade students metacognitive monitoring during everyday teaching. Results of the intervention confirmed the relationship between the skill of monitoring knowledge and children's performance. It also found that children with limited skills are those best served by the intervention programs.
Updated: Mar. 06, 2008
A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions
This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature.
Updated: Jan. 15, 2008
The article discusses pedagogical theories and their basis in psychological research. The author reviews the influence of Internet on disseminating pedagogically relevant research and globalising pedagogical terms and issues, such as metacognition, multiple forms of intelligence, thinking and learning styles, brain functioning, emotional intelligence and neurolinguistic programming. The author also examines the viability of developing pedagogy from superficial reading of psychological ideas and suggests that pedagogical research is becoming increasingly self referential. The study is conducted in England, where educational and governmental documents were examined.
Updated: Dec. 18, 2007