Metacognition in Science Teaching and Learning

Hartman, Hope J.

doi:10.1007/978-94-017-2243-8_9

Cited by 70 publications

(82 citation statements)

References 19 publications

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“…It would be much more accurate to frame language teacher metacognition as the situative adaptation of teacher thought and behavior to the demands of their L2 teaching environment. This adaptivity of thought and action is perhaps what is implied by the more generic definitions of teachers thinking about their own thinking regarding their teaching (Hartman 2001b;Jiang, Ma, and Gao 2016), and our findings emphasize that this capacity to monitor, interpret, evaluate, and intervene on L2 classroom events occurred prior to, during, and subsequent to episodes of teaching these teachers engage in. Interestingly, many teachers appeared to be occupied with general classroom instructional issues and less so with the specificities of being a language teacher (e.g.…”

Section: Discussionsupporting

confidence: 56%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions and interviews and, subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy and applied linguistics.

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Section: Discussionsupporting

confidence: 56%

Metacognition in Language Learning and Teaching

Haukås¹,

Bjørke²,

Dypedahl³

2018

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“…It is thought that metacognitive guidance will have good effect on searching and learning performance, especially for the students who need guidance and leading in learning process; in other words, the students who have low level of self-organization skills. Researchers state that including planning, monitoring and evaluating implementations that will help students to organize their own metacognitive process in learning settings increase students' MA and accordingly MA enables to control and self-organization on students' thinking, learning process and output (De Bruin & Van Gog, 2012;Hartman, 1998;Yurdakul, 2004).…”

Section: Discussion Conclusion and Implementationmentioning

confidence: 99%

“…The literature witnesses many researches on the relationship between MA and learning processes and results (Bendixen & Hartley, 2003;Hartley, 2003;Hartman, 2001;Mokhtari & Reichard, 2002).…”

Section: The Role Of Metacognitive Awareness In Online Information Sementioning

confidence: 99%

“…Alanyazın incelendiğinde üstbilişsel farkındalığın öğrenme süreç ve sonuçları ile ilişkisini inceleyen çeşitli araştırmalar olduğu görülmektedir (Bendixen & Hartley, 2003;Hartley, 2003;Hartman, 2001;Mokhtari & Reichard, 2002). Öğrenme sürecinde olduğu gibi çevrimiçi bilgi arama sürecinde de bireyin sahip olduğu üstbilişsel farkındalığın arama sürecinin planlanması, izlenmesi ve değerlendirilmesi noktalarında ÇBAS üzerinde önemli bir rol oynayabileceği düşünülmektedir.…”

Section: çEvrimiçi Bilgi Arama Sürecinde üStbilişsel Farkındalığın Rolüunclassified

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The relationship between metacognitive awareness and online information searching strategies

Yılmaz

2016

Pegegog

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The aim of this study is to look into the relationship between undergraduate students' metacognitive awareness (MA) and their online information searching strategies (OISS). Mixed method was used in the study. The participants involved 419 undergraduate students. The data in the study were collected using OISS Inventory, MA Inventory and student interview forms. The results indicate that students' level of MA and their OISS are developed. The results of correlation analysis reveal that there is a positive and significant level of relationship between OISS and MA variables at a medium level. When the qualitative findings are examined, it is seen that in planning process students mostly determine key words, and in monitoring and evaluation processes they compare the accessed information with searching goals. In the discussion section of the study, how MA could be used to improve students' OISS is discussed.

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“…Metacognitive awareness refers to the ability of an individual to control and regulate his/ her own thought process and direct them, whereby both (cognition and emotion play an important role in self-regulation, which is essential for attainment of success in learning and affects a lot of elements such as knowledge acquisition, comprehension, recollection and application (Hartman, 1998). Modern studies in the field of cognitive psychology (Flavell, 1979); (Brown, 1987); (Schraw & Dennison, Assessing metacognitive awareness, 1994) argue that metacognition is comprised of two major components (1) metacognitive knowledge or awareness and (2) metacognitive regulation and are related to each other.…”

Section: Introductionmentioning

confidence: 99%