The Impact of Metacognitive Instruction on Creative Problem Solving

Hargrove, Ryan A.; Nietfeld, John L.

doi:10.1080/00220973.2013.876604

Cited by 115 publications

(94 citation statements)

References 47 publications

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“…For example, Maftoon and Alamdari (2020) reported that metacognitive strategy instruction had a positive and significant impact on students' metacognitive awareness. Similarly, Hargrove and Nietfeld (2014) found that metacognitive instruction significantly encourages students' creative problem-solving. Kazeni and Onwu (2013) noted that context-based learning is significantly better than traditional teaching approaches.…”

Section: Introductionmentioning

confidence: 92%

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The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Ahdhianto¹,

Marsigit²,

Haryanto³

et al. 2020

EUROPEAN J ED RES

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Problem-solving and mathematical communication are essential skills needed by students in learning mathematics. However, empirical evidence reports that students' skills are less satisfying. Thus, this study aims to improve students' problemsolving and mathematical communication skills using a Metacognitive-Based Contextual Learning (MBCL) model. A quasiexperimental non-equivalent control group design was used in this study. The participants were 204 fifth-grade students; consisting of experimental (n = 102) and control (n = 102) groups selected using convenience sampling. This study was conducted in four Indonesian elementary schools in the first semester of the academic year 2019/2020. The Problem-Solving Skills Test (PSST) and Mathematical Communication Skills Test (MCST) were used as pre-and post-tests. In order to analyze the data, one-way ANOVA was used at the 0.05 significance level. The results showed that students in the experimental group had higher post-test scores than the control group in terms of problem-solving and mathematical communication skills. It can be concluded that the MBCL effectively promotes fifth-grade students' problem-solving and mathematical communication skills. Therefore, it is suggested that MBCL should be used more frequently in primary school mathematics to further improve students' problem-solving and mathematical communication skills.

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Section: Introductionmentioning

confidence: 92%

“…Theoretically, MBCL integrates context-based learning and metacognitive instruction (Dori et al, 2018;Hargrove & Nietfeld, 2014;Kramarski et al, 2002;Lee et al, 2014). This teaching model focuses on the student in active learning activities.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Ahdhianto¹,

Marsigit²,

Haryanto³

et al. 2020

EUROPEAN J ED RES

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show abstract

“…Sonuçlara göre öğrencinin problem çözme performansı ile özdenetim, değerlendirme, farkındalık ve bilişsel strateji kullanımı alanlarındaki üstbiliş bilgisi arasında istatistiksel olarak anlamlı bir ilişki bulunmuştur. Üstbiliş bilgisinin doğrudan etkisi ile ilgili bulgu, literatürde yer alan araştırma bulgularıyla tutarlılık göstermektedir (Hargrove ve Nietfeld, 2015;Kitsansas, 2002;Sundre ve Kitsansas, 2004). Diğer taraftan, üstbiliş bilgisi ve problem çözme performansı arasında önemli bir ilişki göstermeyen çalışmalar da vardır (Hong ve Peng, 2008;Kuyper vd., 2000;Malpass vd., 1999;Purpura, 1997;Schraw, 1997).…”

Section: Tartışma Ve Sonuçunclassified

Metacognitive Experiences: Mediating the Relationship between Metacognitive Knowledge and Problem Solving

Aşık

Erktin

2019

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“…By the concept of blended learning where students can learn wherever and whenever products are innovated with metacognitive skills that can be caused to emerge e students' learning awareness. This awareness has previously resulted in thinking about metacognitive work on creativity in the form of associative thinking strategies [6]. Besides, metacognitive can also arrange students' selfregulation skills for a complete learning process [7].…”

Section: Introductionmentioning

confidence: 99%

Development of Electronic Teaching Material with Metacognitive Skill Oriented: Main Material for Blended Learning

Rini¹,

Akbar²,

Twinisari³

2019

Proceedings of the 4th International Conference on Education and Management (COEMA 2019)

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The learning process in the digital era prerequisites of the need for and importance of the role of electronic teaching materials in blended learning. This study attempts to answer these needs with the aim of developing electronic teaching materials oriented by metacognitive skills. The development of electronic teaching materials is carried out with seven stages of development research ranging from needs analysis to trials and product revisions. The research data were collected using questionnaire techniques and field notes which were analyzed with descriptively qualitatively and quantitatively descriptively to determine the qualifications of the feasibility of the product from the experts and users. The product trial results show that electronic teaching materials are realized in electronic modules, mobile applications, and interactive flash achieve decent qualifications in terms of content, operational standards, and applicability. Students as users feel that learning with electronic teaching materials oriented by metacognitive are more directed and comfortable in online or offline learning. This result shows that electronic teaching materials can optimize the implementation of blended learning.

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The Impact of Metacognitive Instruction on Creative Problem Solving

Cited by 115 publications

References 47 publications

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

The Effect of Metacognitive-Based Contextual Learning Model on Fifth-Grade Students’ Problem-Solving and Mathematical Communication Skills

Metacognitive Experiences: Mediating the Relationship between Metacognitive Knowledge and Problem Solving

Development of Electronic Teaching Material with Metacognitive Skill Oriented: Main Material for Blended Learning

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