Metacognition: Answered and Unanswered Questions

Garner, Ruth; Alexander, Patricia A.

doi:10.1207/s15326985ep2402_2

Cited by 312 publications

(220 citation statements)

References 40 publications

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“…Ao se considerar uma forma de classificação mais geral, é possível agrupá-las em duas esferas, quais sejam, as estratégias cognitivas e as metacognitivas (Boruchovitch, 1999;Dembo, 1994;Garner & Alexander, 1989;Oliveira, Boruchovitch, & Santos, 2010, entre outros). Pintrich (1989), Dembo (1994), Jamieson (1995) e Boruchovitch (1999 concordam que as estratégias cognitivas tangem o comportamento de compreensão das partes para se chegar ao entendimento do todo.…”

Section: Considerações Sobre As Estratégias De Aprendizagemunclassified

Estratégias de Aprendizagem no Ensino Técnico Profissional

2015

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ResumoEsta pesquisa teve como foco a adaptação da escala validada de Estratégias de Aprendizagem, voltada ao ensino fundamental, de forma que possibilitasse o levantamento de evidências de validade fatorial para seu emprego no ensino técnico-profissional. Também visou levantar as estratégias de aprendizagem empregadas por esses alunos. Participaram 709 estudantes do ensino técnico-profissional, provenientes de uma instituição privada e outra pública federal. Por meio dos resultados apresentados, foi possível evidenciar a validade do instrumento que confirmou a estrutura de três fatores na análise fatorial exploratória, apontada em estudos anteriores. Os alfas de Cronbach da escala toda (0,74), subescalas Ausência de Estratégias de Aprendizagem (0,77) e Estratégias Cognitivas (0,73) foram considerados aceitáveis com exceção a subescala de Estratégias Metacognitivas (0,57). O estudo também apontou que parte significativa dos estudantes relata recorrer às estratégias de aprendizagem, sobretudo a utilização de estratégias cognitivas. Os dados foram discutidos à luz das implicações psicoeducacionais. Palavras-chave: análise fatorial, ensino profissionalizante, aprendizagem, estratégias de aprendizagem cognitivas, estratégias de aprendizagem metacognitivas Learning Strategies in Vocational Technical Education AbstractThis research focuses on the adaptation of the validated scale of Learning Strategies, aimed at primary school, so that it would enable raising factorial validity evidence for its use in professional technical education. We also sought to assess the learning strategies employed by these students. 709 students participated in the vocational technical education from a private institution and other of federal government. Through the results, it was possible to demonstrate the validity of the instrument that confirmed the three-factor structure in the exploratory factor analysis, pointed out in previous studies. The Cronbach alphas for the whole scale (.74), subscales Lack of Learning Strategies (.77) and Cognitive Strategies (.73) were acceptable except for the Metacognitive Strategies subscale (.57). The study also found that a significant proportion of students reported use of learning strategies, especially the use of cognitive strategies. The data were discussed in the light of psych educational implications. Keywords: factor analysis; professional technical education, learning, cognitive learning strategies, metacognitive learning strategies Estrategias de Aprendizaje en la Enseñanza Técnico ProfesionalResumen Esta investigación se centró en la adaptación de la escala de Estrategias de Aprendizaje, dirigida a la enseñanza primaria, de forma que posibilitase el levantamiento de evidencias de validez factorial para su uso en la enseñanza técnico profesional. También intentó verificar las estrategias de aprendizaje empleadas por esos alumnos. Participaron 709 estudiantes de enseñanza técnico profesional, provenientes de una institución privada y otra pública. A través de los resultados, fue posible evidenc...

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Section: Considerações Sobre As Estratégias De Aprendizagemunclassified

Estratégias de Aprendizagem no Ensino Técnico Profissional

2015

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“…This would contribute to understanding how metacognition as a construct influences different stakeholders in education. One way of discovering what the students know about their cognition is proposed by Garner and Alexander (1989) as asking the students to teach a younger one a sound solution for a problem. This links metacognition with peer tutoring and teaching activities naturally.…”

Section: Discussionmentioning

confidence: 99%

Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Acar¹,

Ader²

2017

İlköğretim Online

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ABSTRACT. The aim of this study is to examine metacognitive skills of students who volunteered for teaching mathematical problems to their peers during peer tutoring sessions. In this regard, data were collected through video-recorded peer tutoring sessions of seventh grade students and interviews with them. In data analysis, six metacognitive components are considered: declarative knowledge, procedural knowledge and conditional knowledge under metacognitive knowledge and planning, monitoring and evaluation under metacognitive regulation. According to results it is observed that volunteer tutor students used metacognition during peer tutoring sessions starting from the preparation to the end of the task. The interviews uncovered metacognitive functioning of the tutors through the strategies they used. Besides, it is seen that metacognitive knowledge and regulation the tutors used are interrelated with and overlapping each other. Keywords: Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Peer Tutoring, Teaching Mathematics ÖZ. Bu çalışmanın amacı matematik dersindeki akran öğretimi etkinliğinde öğretici olarak görev alan öğrencilerin üstbilişlerini incelemektir. Bu bağlamda dört yedinci sınıf öğrencisinin akran öğretimi etkinliği video kayıt altına alınarak izlenmiş; aktivite sonunda da performanslarıyla ilgili birebir görüşmeler yapılmıştır. Öğretici öğrencilerle yapılan görüşmelerden elde edilen veriler üst bilişsel beceri ve üstbilişsel bilgi bileşenlerine göre incelenmiştir. Çalışmadan elde edilen sonuçlara göre gönüllü olarak öğretmeyi seçen öğrenciler etkinliklerin planlama aşamasından sonuna kadar üstbilişsel bilgi ve becerilerini ortaya koymuşlardır. Görüşme bulguları öğretici görevi üstelenen öğrencilerin üstbiliş seviyesindeki etkinlik ve stratejilerini göstermiştir. Bunun yanında üstbilişsel bilgi ve becerilerin birbirini destekleyerek uyumlu bir şekilde bilişsel aktivitelerde rol oynadığı görülmüştür. Anahtar Sözcükler: Üstbilişsel Beceri, Üstbilişsel Bilgi, Üstbiliş, Akran Öğretimi, Matematik Eğitimi ÖZET Amaç ve Önem: Matematik öğretmenlerinin öğrencilere matematiksel bilgiyi ve problem çözmeyi öğretmenin yanında akıl yürütmeyi, bilişsel becerileri ve yüksek seviyede düşünme süreçlerini destekleyici bir öğretim de yapması beklenir. Bu süreçleri bir arada yürütmek kalabalık ve değişken başarı düzeyinde öğrencilerin olduğu sınıflarda daha da zor olmaktadır. Bu çalışmanın birinci yazarı, öğretmenlik yaptığı sınıflarda akran öğretimi yöntemini kullanmaktadır. Akran öğretimi etkinliği sırasında hızlı öğrenen öğrenciler arkadaşlarına öğretmek için sorumluluk almalarının yanında kendi öğrenme süreçleri ve alışkanlıklarını da gözden geçirmektedirler. Bu tür akran destekli öğretim ortamlarının öğrencilerde üstbilişsel mekanizmaları desteklediği alan yazında savunulmaktadır (Whitebread, Bingham, Grau, Pino Pasternak, & Sangster, 2007). Bu sav öğrencilerin aynı zamanda kendi zihinsel süreçleri üzerine düşündüklerini ve bu süreçleri düzenlediklerini düşündürmektedir. Bu bağlamda çalışmada gönül...

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“…Metacognition has received substantial attention in research on mathematical problem solving in recent years (Campione, Brown, & Connell, 1989;Garofalo & Lester, 1985;Schoenfeld, 1987b;Silver, 1985) and the links between metacognition and the affective domain have been duly noted as well (Brown, Bransford, Ferrara, & Campione, 1983;Garner & Alexander, 1989;Lawson, 1984;McLeod, 1988;Prawat, 1989) (p. 587). Schoenfeld (1985) argued that many students, when faced with mathematical tasks that are "real" problems to them (i.e., nonroutine) -"problems for which they do not have almost-ready packaged solutions for implementation" (p. 364) -exhibit behaviors, and often failures, in part attributable to lack of productive metacognitions.…”

Section: Real Time Logs and Interviewsmentioning

confidence: 99%

Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks

Butler

2009

Preprint

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The purpose of this study was to describe students' attempts to solve nonroutine math problems and to explore possible correlates of their performance. The focus of this study was on inattended (i.e., intentionally avoided) dimensions that have been underrepresented in the literature, including attitudes, interests, values, aesthetics, metacognition, and representation. Both objective and subjective datadrawn from 13 separate sources-using quantitative and qualitative procedures, were analyzed. Fine-grained rubrics were developed and used to score student work on six nonroutine math problems. These objective data were complemented with students' written "logs" of their work in real time, followed by semi-structured debriefing interviews after they had finished. Structured scales were used to document students' math-related attitudes, career interests, and work-values, along with essays describing their long-term experience with math, in and out of school. Data was gathered on students' math-aesthetics, including the features of "attractive" problems and their individual preferences for the different modes of instructional explanation. School records provided students' demographic data and their scores on generic measures of aptitude and achievement. Students' age, art discipline, attendance, sending school district, socioeconomic status (SES), and ethnicity were not found to be correlates for either students' aptitude/achievement/experience measures or problem-solving ability. Girls significantly outperformed boys on ability/achievement/experience measures, but not on problem-solving measures. Individualized Education Plan (IEP) status was found to be a strong correlate of both aptitude/achievement/experience and problemsolving measures, with students without IEPs consistently scoring higher on all significant measures than students with IEPs. Overall, most math-related attitude variables had little effect on both aptitude/achievement/experience and problemsolving measures. However, there was strong evidence of students' math-aesthetics in problem solving. Specifically, students appreciating more than one type of solution scored consistently higher in problem-solving measures and frequency of use of higher-order internal representations. A close relationship between metacognition, aesthetics, and representation was found, as well as a strong link between mathematics and language usage. The discovery of students' use of higher-order internal representation during post-task video-taped interviews, undetected by paper-andpencil assessments, supported a conclusion that studies of problem-solving ability cannot be purely quantitative in method but must contain a qualitative component. ACKNOWLEDGEMENTS

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Metacognition: Answered and Unanswered Questions

Cited by 312 publications

References 40 publications

Estratégias de Aprendizagem no Ensino Técnico Profissional

Estratégias de Aprendizagem no Ensino Técnico Profissional

Matematikte Akran Öğretimi Sırasında Öğretici Görevi Üstlenen Öğrencilerde Üstbiliş

Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks

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