Literature Review on Metacognition and its Measurement

Aktürk, Ahmet Oğuz; Şahi̇n, İ̇smail

doi:10.1016/j.sbspro.2011.04.364

Cited by 118 publications

(100 citation statements)

References 15 publications

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“…The metacognitive awareness interview was designed to gather a more complete perspective of the participant's metacognitive awareness (Bryman, 2006;Creswell, 2007;Denzin & Lincoln, 1994). The semi-structured and open-ended characteristics of the interview enabled participants to provide an uninfluenced depth to their responses and promoted emergence of themes and patterns stated by each group (Akturk & Sahin, 2011;Creswell, 2007;Denzin & Lincoln, 1994).…”

Section: Rationalementioning

confidence: 99%

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Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Hughes¹

2017

Journal of Technology Education

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The study was designed to investigate technology and engineering teachers' metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. The interviews were analyzed by two independent coders using a coding rubric. The coded interviews established the phenomenological metacognitive awareness of each group.

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Section: Rationalementioning

confidence: 99%

“…Interviewing with broad open-ended questions to investigate metacognition was supported by the literature (Akturk & Sahin, 2011;Prytula, 2012).…”

Section: Rationalementioning

confidence: 99%

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Hughes¹

2017

Journal of Technology Education

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“…One's metacognition activities are unique and difficult to measure (Akturk & Sahin, 2011;Williams & Atkins, 2009). It is therefore necessary to make an assessment that allows the individual to know about himself in order to determine his way of thinking and how to do something.…”

Section: Introductionmentioning

confidence: 99%

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Pantiwati¹,

Husamah²

2017

INT J INSTRUCTION

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Metacognitive awareness constitutes a part of thinking skills to continuously retain and develop. One of efforts to increase metacognitive awareness is conducting training through lecture integrated in active learning. Self and peer-assessments encourage students to be more responsible for their performance improvement and learning. The population comprised students attending Natural Science course in Faculty of Teacher Training and Education, University of Muhammadiyah Malang; while the samples were all members of the population taken by means of saturation sampling technique. The technique of data collection was by means of Schraw and Dennison MAI (Metacognition Awareness Instrument), written test, and document analysis. The result path analysis showed: 1) there are influences of self and peer assessment in active learning towards awareness of Metacognition and cognitive ability; 2) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on Metacognition awareness; 3) cognitive knowledge, regulation of cognitive, and combined both contributed to its influence on cognitive variables; and 4) metacognitive awareness variables have a direct contribution to cognitive variables that are the influence of factors outside the metacognitive awareness variable.

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“…These definitions show several components without any consensus being reached concerning their nature and number (Anderson, Nashon & Thomas, 2009;Livingston, 1997;Noël, 1997;Veenman, Hout-Wolters & Afflerbach, 2006;Vianin, 2009). They use heterogeneous terms, leading numerous authors to consider the concept as «fuzzy» (e.g., Akturk & Sahin, 2011;Brown, 1987;Hacker, 1998).…”

Section: Theoretical Background Introductionmentioning

confidence: 99%

Metacognitive Components in Learning to Learn Approaches

Frenkel

2014

IJPBA

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Abstract. Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a "metacognitive deficit". We refer to a "sleeping potential" instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project.

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Literature Review on Metacognition and its Measurement

Cited by 118 publications

References 15 publications

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities

Metacognitive Components in Learning to Learn Approaches

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