The Effect of E-Learning Based on Meta-cognition Strategy on Students' Achievement and Awareness of Creative Problem Solving Processes in a C++ Course at Kuwait University

Alayoub, Heba W. M.; Nouby, Ahmed M.; Amer, Ayman

doi:10.1109/econf.2013.46

Cited by 2 publications

(1 citation statement)

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“…In particular, the students were assigned to individually report the successes and difficulties they faced, as well as the activities they enjoyed and disliked. Although these noncritical reflections benefit teachers in detecting students' immediate and present learning difficulties, they have a trivial effect on activating and enhancing metacognition, which is essential for controlling and regulating learners' thinking [24,41].…”

Section: Learning Ct Through Critical Reflectionmentioning

confidence: 99%

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Wang

et al. 2021

Sustainability

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As computer science has become a vital power in facilitating the rapid and sustainable development of various fields, equipping everyone with computational thinking (CT) has been recognized as one of the core pillars supporting the sustainable development of individuals and our digital world. However, it remains challenging for secondary school students to assimilate CT. Recently, critical reflection has been proposed as a useful metacognitive strategy for regulating students’ thinking to solve current and future problems. In this study, a quasi-experiment was conducted to investigate the role of critical reflection in advancing eighth-grade students’ CT. The participants were 95 eighth-grade students, comprising an experimental group (n = 49) and a control group (n = 46). The students’ CT was evaluated based on their learning performance in computational concepts, computational practices, and computational perspectives. The results showed that critical reflection, compared with traditional instruction from teachers, could significantly advance eighth-grade students’ CT. Interestingly, the two groups showed significantly different learning performance in computational practices during the learning process. Furthermore, interaction with peers and instructors played an essential role in helping students engage as active agents in critical reflection. The results of this study emphasize the need to develop students’ CT by practicing critical reflection in eighth-grade education.

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Section: Learning Ct Through Critical Reflectionmentioning

confidence: 99%

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Wang

et al. 2021

Sustainability

View full text Add to dashboard Cite

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The development of MIASCE learning model based on the creative problem solving process for electromagnetic wave education

Weerasin

Akatimagool

2016

2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)

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The Effect of E-Learning Based on Meta-cognition Strategy on Students' Achievement and Awareness of Creative Problem Solving Processes in a C++ Course at Kuwait University

Cited by 2 publications

References 0 publications

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

Developing Eighth-Grade Students’ Computational Thinking with Critical Reflection

The development of MIASCE learning model based on the creative problem solving process for electromagnetic wave education

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