Metacognitive support promotes an effective use of instructional resources in intelligent tutoring

Integrated learning: ways of fostering the applicability of teachers’ pedagogical and psychological knowledge

“…Having to integrate different types of information can induce high cognitive load and may even overwhelm (e.g., Ainsworth et al, 2002; Ayres, 2013; Schwonke et al, 2013). Learners need to allocate and regulate their cognitive resources adequately during learning in order to productively use information that must be considered simultaneously.…”

Kemahiran Meta-Tingkah Laku dan Kemahiran Membuat Keputusan Pelajar Bermasalah Disiplin dan Tidak Bermasalah Disiplin

“…Schwonke et al (2013) dan Susser & McCabe (2013). Berdasarkan analisis data kuantitatif dan data kualitatif, didapati mungkin wujud tiga faktor yang mungkin menjadikan kemahiran metatingkah laku pelajar kategori PTBD lebih baik berbanding PBD iaitu (1) faktor keupayaan pengetahuan metakognitif pelajar kategori PTBD dan PBD yang berbeza antara satu sama lain kesan daripada perbezaan dunia pengetahuan mereka, (2) faktor perbezaan penggunaan kemahiran metapengetahuan tingkah laku dan kemahiran strategi metatingkah laku kesan daripada timbunan pengalaman berbeza yang diperolehi oleh pelajar kategori PTBD dan PBD, dan (3) faktor tahap kepercayaan terhadap diri sendiri.…”

“…Flavell (1979) menyebutkan bahawa kemahiran ini penting dalam banyak perkara antaranya dapat membantu seseorang individu dalam menyelesaikan masalah yang dihadapi dan berguna dalam tingkah laku kawalan kendiri. Berdasarkan kajian-kajian lepas berkaitan konsep ini, didapati kemahiran metakognisi mempunyai perkaitan positif dengan banyak pemboleh ubah-pemboleh ubah lain misalnya motivasi dan pencapaian (Saemah & Phillips 2006), faktor sosial dan budaya (Downing et al 2007), membuat keputusan (Bartha & Caroll 2007), pembelajaran subjek matematik (Roslina et al 2010;Prem & Amit 2015) dan motivasi pelajar, tabiat belajar dan kesan terhadap pembelajaran (Mazumder 2012;Schwonke et al 2013;Susser & McCabe 2013).…”

Changes in Students' Cognitive and Metacognitive Strategy Use over Five Years of Secondary Schooling

“…Hübner et al collated research findings to indicate that high school students from ages 10 to 16 develop more sophisticated cognitive and metacognitive strategies (Pintrich & DeGroot, 1990), that 5th graders use elaborations less frequently than 12th graders (Beuhring & Kee, 1987) and similarly, that 5th graders report less use of self-regulated learning strategies than 8th graders (Zimmerman & Martinez-Pons, 1990). However, Schwonke et al (2013) have argued that although domain knowledge has the potential to facilitate the development of metacognitive knowledge and strategies, the development of metacognition is neither an automatic nor guaranteed partner to increased domain knowledge.…”

“…These phases incorporate the motivational, cognitive and metacognitive components of learning discussed by Mayer (1998). Schraw et al (2006) proposed that good self-regulators learn more with less effort, and Schwonke et al (2013) explained that self-regulation requires learners to employ motivational, cognitive and metacognitive strategies. The focus of this chapter is upon students' cognitive and metacognitive strategies for learning.…”