Metacognition: An Effective Tool to Promote Success in College Science Learning

Zhao, Ningfeng; Wardeska, J. G.; McGuire, Saundra Yancy; Cook, Elzbieta

doi:10.2505/4/jcst14_043_04_48

Cited by 79 publications

(88 citation statements)

References 18 publications

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“…Metacognitive strategy were the most effective one in enhancing academic achievement and be integrated in the classroom so as to help students learn material more efficiently, retain information longer and generalize skills. 6 Implementation of metacognitive strategies contributed to the increase of learning and curricula 23 . According to previous studies at the intermediate level, problem-based learning (PBL) shows effective results in increasing metacognitive knowledge.…”

Section: Discussionmentioning

confidence: 99%

Metacognitive Attitude and Knowledge of Biology Teacher Candidates

et al. 2019

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Metacognitive knowledge becomes a target on Indonesian curriculum to improve the accomplishment of Indonesian students' higher order thinking skill. The study aimed to discover the metacognitive attitudes and knowledge of Biology teacher candidates. The study was conducted with the participation of 90 biology teacher candidates from two state universities in Jakarta. The results revealed that most teacher candidates have moderate metacognitive attitudes and low metacognitive knowledge. Thus, metacognitive strategy in university lectures needs to be developed to improve metacognitive attitudes and knowledge as well as skills of e teacher candidates.

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Section: Discussionmentioning

confidence: 99%

Metacognitive Attitude and Knowledge of Biology Teacher Candidates

et al. 2019

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“…Many of these practices are needed to evaluate scientific claims made in the popular media. A case study by Zhao, Wardeska, McGuire and Cook (2014) on learning chemistry concluded that by introducing metacognition in learning through specific classroom interventions that were designed to help students develop metacognitive learning strategies, the students came to understand the difference between superficial memorization and real learning.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

Alabdulkareem¹

2016

JEL

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The researcher aims to investigate Saudi science teachers' beliefs about learning and teaching issues. The sample consisted of 247 middle school teachers in Riyadh, Saudi Arabia. The study conducted in the academic school year 2014/2015, and utilized a questionnaire and an interview that included 10% of the sample. The questionnaire targeted the teachers' conceptions of learning and teaching issues and examined whether these conceptions fit the transmission, or discovery, of constructivist approaches. The interview focused on "authentic scientific resources", the limitations of the word "science", and the possible conflict between science and Islamic resources. The goal of this study was to draw conclusions and pedagogical implications to contribute to a better understanding of science teachers' beliefs. The results show a significant shift toward the discovery approach. However, teachers address science as an issue separate from historical and cultural aspects. Based on the findings of this study, the researcher suggests a number of pedagogical implications.

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“…Distributed practice Implementing a schedule of practice that spreads out study activities over time 10. Interleaved practice Implementing a schedule of practice that mixes different kinds of problems, or a schedule of study that mixes different kinds of material, within a single study session Another condition for success in learning, especially in the academic one, is the capitalization of metacognition, of personal reflection (Mogonea & Ştefan, 2014, Zhao, Wardeska, McGuire, Cook, 2014, Mogonea, 2014, of cognitive flexibility, of autonomy in learning (Kormos & Csizér, 2014, Ştefan, 2014, of cognitive and socio-cognitive conflicts (Mogonea & Popescu, 2015). In addition to the metacognitive dimension, equally important is the non-cognitive dimension of personality, which often makes the difference between a successful or unsuccessful learning activity (Ștefan & Mogonea, 2015).…”

Section: Theoretical Foundationmentioning

confidence: 99%

Requirements and modalities of ensuring success in academic learning

Mogonea¹,

Mogonea²

2018

ED21

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Keywords:success; academic learning; intellectual psychohygiene; mnemotechnics; stress management Over time, the notion of learning has evolved, first of all under the influence of psychological theories, which address this fundamental human activity. Consonant with the current psychological and pedagogical conception on school learning, making it more effective is an important concern of every person preocuppied with personal development and success securement. This goal can be viewed from the perspective of both the learner and the teacher, who must facilitate this activity and provide the right scientific reference points, models, appropriate support, effective feedback and also support the learning process as a guarantee for the quality of the product. The study aims to analyze the problematics of the factors and modalities that ensure or condition the efficiency of academic learning from the perspective of the future teacher students.The investigation was carried out on a group of subjects, consisting of 69 master students from the Faculty of Letters, who are in their first year of master's degree studies and who, at the same time, attend the Psycho-pedagogical Training Program, level II. The research method used was the survey based on the questionnaire, the applied tool being an opinion questionnaire with 16 different items: closed, semi-closed and open answers. The research results have identified the factors, conditions and modalities that ensure the students' success in learning. ZusammenfasungSchlüsselworte: Erfolg; akademisches Lernen; intellektuelle Psychologie; Mnemotechnik; Stressmanagement. Im Laufe der Zeit hat sich das Konzept des Lernens unter dem Einfluss psychologischer Theorien entwickelt, die sich hauptsächlich mit dieser grundlegenden menschlichen Aktivität befassen. Im Einklang mit der gegenwärtigen psychologischen und pädagogischen Konzeption des schulischen Lernens ist es ein wichtiges Anliegen jeder Person, die sich mit persönlicher Entwicklung und Erfolg beschäftigt, diese effektiver zu machen. Dies kann aus der Perspektive des Lernenden und dem Lehrers angesehen werden, das diese Tätigkeit erleichtern soll, Sehenswürdigkeiten wissenschaftliches Wissen, Modelle, eine angemessene Unterstützung, Feedback effektiv den Lernprozess zu unterstützen, als Sicherheit die Qualität des Produkts. Die Studie zielt darauf ab, das Problem der Faktoren und Modalitäten zu analysieren, die die Effizienz des akademischen Lernens aus der Perspektive zukünftiger Lehramtsstudenten sicherstellen oder konditionieren. Die Untersuchung wurde an einer Gruppe von Probanden durchgeführt, bestehend aus 69 Master-Studenten an der Fakultät für Literatur-und Sprachwissenschaften, im ersten Jahr der Master-Studiengänge -und zugleich die das psycho-pädagogisches Programm, II. Tiefebene besuchen. Die verwendete Forschungsmethode war die Umfrage basierend auf dem Fragebogen, wobei das angewandte Tool ein Fragebogen mit 16 verschiedenen Fragebögen: geschlossen, halbgeschlossen, offen Antworten war. Die Forschungsergebniss...

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Metacognition: An Effective Tool to Promote Success in College Science Learning

Cited by 79 publications

References 18 publications

Metacognitive Attitude and Knowledge of Biology Teacher Candidates

Metacognitive Attitude and Knowledge of Biology Teacher Candidates

The Impact of Science Teachers’ Beliefs on Teaching Science: The Case of Saudi Science Teachers

Requirements and modalities of ensuring success in academic learning

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