Are fourth and fifth grade children better scientists through metacognitive learning?

Dejonckheere, Peter; Keere, Kristof Van De; Tallir, Isabel

doi:10.25115/ejrep.v9i23.1431

Cited by 8 publications

(3 citation statements)

References 33 publications

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“…Araştırma sorgulamaya dayalı öğrenmede öğrencilerin problem çözme stratejileri, bilişsel ve üst bilişsel stratejileri kullanma yoluyla aktif rol almaları öz-düzenlemeyi sağlar (Dejonckheere, Van de Keere & Tallir, 2011). Öz-düzenleme, bireyin düşünme, problem çözme ve davranışta bulunma için gerekli olanları içselleştirmesidir.…”

Section: Introductionunclassified

5. Sınıf Öğrencilerinin Fene Yönelik Tutumları ve Özdüzenleme Becerilerine Araştırma Sorgulamaya Dayalı Öğrenmenin Etkisi

Sağır

Varli²

2020

Trakya Eğitim Dergisi

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Bu çalışmanın amacı, fen bilimleri dersinde 5. sınıf "Işığın ve Sesin Yayılması" ünitesinde araştırma sorgulamaya dayalı öğrenme yaklaşımının öğrencilerin öz-düzenleme becerileri ve fen tutumuna etkisini araştırmaktır. Çalışmada, ön test-son test kontrol gruplu yarı deneysel yöntem kullanılmıştır. Bu araştırmada çalışma grubu 2016-2017 eğitim öğretim yılında Samsun'un Havza ilçesinde bir ortaokulda 5. sınıfta öğrenim gören 31 öğrencidir. Deney grubunda, altı hafta araştırmacılar tarafından geliştirilen araştırma sorgulamaya dayalı öğretim etkileri ile, kontrol grubunda ise mevcut öğretim yöntemiyle ders kitabına bağlı olarak öğretim yapılmıştır. Çalışmada veri toplama aracı olarak algılanan öz-düzenleme ölçeği ve fen bilgisi tutum ölçeği kullanılmıştır. Öz-düzenleme becerisi son test puanlarında deney grubu lehine anlamlı fark bulunmuştur. Fene yönelik tutum son test puanlarında da deney grubu lehine anlamlı fark bulunmuştur. Araştırma sorgulamaya dayalı öğrenme yaklaşımı ortaokul öğrencilerinin öz-düzenleme becerilerini ve fen bilimlerine yönelik tutumlarını arttırmaktadır.

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Section: Introductionunclassified

5. Sınıf Öğrencilerinin Fene Yönelik Tutumları ve Özdüzenleme Becerilerine Araştırma Sorgulamaya Dayalı Öğrenmenin Etkisi

Sağır

Varli²

2020

Trakya Eğitim Dergisi

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“…At the end, we added a reflecting step, which was used as a metacognitive tool. This latter step was added because Dejonckheere, Van de Keere, and Tallir (2011) have shown that 11-year-old children who were taught to design a scientific experiment together with metacognitive support outperformed those who did not receive such support.…”

Section: The Inclu-s-ed Studymentioning

confidence: 99%

Benefits of a Small Research Study for the Teacher Education at a University of Applied Sciences: A Case Study

Hellemans¹,

Haesen²

2017

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At a university of applied sciences, the obstacles to doing research are time, support, and the lack of a research tradition. It is therefore important to obtain as much as possible from the research studies that can be implemented. This article describes the benefits that could be obtained from a small study called Inclu-S-ed. In this study, the effect of an inquiry-based learning (IBL) science course on the knowledge and motivation of 11-12-year-old pupils in a culturally diverse primary classroom was investigated. Although the results of this study were rather limited, several benefits for teacher education could be obtained at various levels:(1) the IBL science course developed in the study is now used as a professional development course for in--service primary teachers and is embedded into the curriculum of pre-service primary teacher education, (2) Inclu-S-ed was the basis for two new research studies, and (3) participating in Inclu-S-ed represented professional development for the lecturers involved.

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“…Students are able to engage in this process as conscious learners who can regulate their acquisition of information and motivate themselves to overcome failures in their learning processes (Dejonckheere, Van De Keere, & Tallir, 2011). Students may hereby enhance their understanding of how successful learning occurs (Balcikanli, 2011;Forlin, 2010;Gaeta, Teruel, & Orejudo, 2012).…”

Section: Introductionmentioning

confidence: 99%

The role of unconscious information processing in the acquisition and learning of instructional messages

Kuldas

Bakar²,

Ismail

2017

EJREP

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This review investigates how the unconscious information processing can create satisfactory learning outcomes, and can be used to ameliorate the challenges of teaching students to regulate their learning processes. The search for the ideal model of human information processing as regards achievement of teaching and learning objectives is a recurring issue in educational studies. Although conscious processes are more conducive to the objectives than unconscious processes, they do not necessarily result in satisfactory learning of instructional messages. Studies reviewed here show that the unconscious can play a facilitatory role in the encoding, storage, retrieval processes of information and learning activities, even when the conscious fails to achieve this. To take advantages of both conscious and unconscious processes, relevant literature suggests educators utilizing visual teaching aids that optimize use of working memory capacity and allow students to form mental imageries, thereby facilitating the comprehension of instructional messages.Keywords: unconscious processes, conscious processes, information acquisition, mental imagery, visual information processing. Received ResumenEsta revisión investiga cómo el procesamiento de la información inconsciente, puede ayudar a crear resultados satisfactorios en el aprendizaje, y puede ser utilizado para mejorar los retos de enseñar a los alumnos para regular sus procesos de aprendizaje. La búsqueda del modelo ideal del procesamiento de la información humana, para delimitar los procesos y los objetivos de aprendizaje es un tema recurrente en los estudios educativos. A pesar de que los procesos conscientes son los más implicados para la consecución de los objetivos educativos y de la preocupación por estos procesos, ello no se ha traducido necesariamente en aprendizaje satisfactorio de las informaciones educativas. Los estudios revisados aquí muestran que el inconsciente puede jugar un papel facilitador en la codificación, el almacenamiento, procesos de recuperación de información y actividades de aprendizaje, aún cuando la conciencia no puede lograr este objetivo. Para aprovechar las ventajas delos procesos, tanto conscientes como inconscientes, la literatura sugiere que los educadores deben utilizan ayudas visuales de enseñanza que optimizan el uso de la capacidad de memoria de trabajo y permitir así a los estudiantes formar imaginarios mentales, lo que facilita la comprensión de los mensajes educativos.Palabras clave: procesos inconscientes, procesos conscientes, adquisición de información, imaginarios mentales, procesamiento visual de la información.

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Are fourth and fifth grade children better scientists through metacognitive learning?

Abstract: Introduction. A way to find out how scientific thinking in children develops is to focus on

Cited by 8 publications

References 33 publications

5. Sınıf Öğrencilerinin Fene Yönelik Tutumları ve Özdüzenleme Becerilerine Araştırma Sorgulamaya Dayalı Öğrenmenin Etkisi

5. Sınıf Öğrencilerinin Fene Yönelik Tutumları ve Özdüzenleme Becerilerine Araştırma Sorgulamaya Dayalı Öğrenmenin Etkisi

Benefits of a Small Research Study for the Teacher Education at a University of Applied Sciences: A Case Study

The role of unconscious information processing in the acquisition and learning of instructional messages

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