Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Kapa, Esther

doi:10.1016/j.learninstruc.2007.09.019

Cited by 38 publications

(26 citation statements)

References 52 publications

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“…While some of Correspondence to: Tolga Gok; Torbali Technical Vocational School of Higher Education, Dokuz Eylul University, 35860, Izmir/ TURKEY E-mail: tolga.gok@deu.edu.tr doi: 10.12973/eurasia.2014.1223a the studies aimed to identify the differences between the expert and novice problem solvers (Chi, Feltovich, & Glaser, 1981;Larkin, 1979;Reif et al, 1976;Reif & Heller, 1982;Van Heuvelen, 1991), some of them focused on general and specific problem-solving strategies (Bagno & Eylon, 1997;Heller & Hollabaugh, 1992;Pol, 2005;Polya, 1945;Reif, 1995). Some researchers concentrated on metacognition in problem solving (Amigues, 1988;Anderson & Nashon, 2007;Kapa, 2007;Meijer, Veenman, & Van Hout-Walters, 2006;Metallidou, 2009). Recently, studies have focused on computer-assisted problem-solving approaches (Gok, 2010b;Kowalski, Gok, & Kowalski, 2009;Pol, 2005 Most students generally solve qualitative and quantitative problems with the help of solved problems.…”

Section: Introductionmentioning

confidence: 99%

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

Gok

2014

EURASIA J MATH SCI T

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The main purpose of this study was to examine the effects of Problem-Solving Strategy Steps (PSSS) on students' achievement, skill, and confidence. The study was conducted in a two-year college classroom with 70 students from two different groups enrolled in a physics course. One of them was randomly selected as an experimental group (EG) and the other was the control group (CG). The students included in the EG were instructed by PSSS and traditional instruction while the students in the CG were instructed by only traditional instruction. The study was conducted in Newtonian Mechanics. The data of the research were collected with the Physics Achievement Test (PAT), the Problem-Solving Strategy Steps Survey (1P4S), and the Problem-Solving Confidence Questionnaire (PSCQ). The results indicated that there was a significant difference between the means of the EG and the CG in favor of the EG. Also, the use of problem-solving strategy steps contributed to the critical and analytical skills of the students.

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Section: Introductionmentioning

confidence: 99%

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

Gok

2014

EURASIA J MATH SCI T

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“…Again, this finding appears reasonable, as evaluating a solution against given criteria requires that a solution has been generated previously. In terms of metacognition, the processes of monitoring and elaboration are related to PS and SRC (Kapa 2007;Scherer and Tiemann 2012). Unexpectedly, the dimensions of PR and PS showed the lowest correlation.…”

Section: Discussionmentioning

confidence: 90%

“…This knowledge can subsequently be used to achieve a goal state, representing a problem solution. Finally, after finding an appropriate solution, students must evaluate and communicate their solutions (Kapa 2007;OECD 2004). These (meta) cognitive skills are essential in order to monitor the problem-solving process, and, subsequently, publish the results (Scherer and Tiemann 2012).…”

Section: Problem Solving From a Psychological Perspectivementioning

confidence: 99%

Developing a computer-based assessment of complex problem solving in Chemistry

2014

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Background: Complex problem-solving competence is regarded as a key construct in science education. But due to the necessity of using interactive and intransparent assessment procedures, appropriate measures of the construct are rare. This paper consequently presents the development and validation of a computer-based problem-solving environment, which can be used to assess students' performance on complex problems in Chemistry. The test consists of four scales, namely, understanding and characterizing the problem, representing the problem, solving the problem, and reflecting and communicating the solution. Based on this four-dimensional framework, the computer-based assessment has been evaluated with the data of N = 395 10th grade high school students. Results: Result showed that students' complex problem-solving competence could be modelled by four related but empirically distinct factors with moderate to high intercorrelations. The construct showed substantial relations with fluid intelligence and prior domain knowledge in Chemistry, indicating that construct validity and domain specificity were given. Processes of understanding and characterizing the problem were substantially related to subsequent processes in complex problem solving. Conclusions: Due to the complexity of complex problem-solving processes in Chemistry, multidimensionality of the construct could be assumed. Consequently, science educators should take into account abilities of understanding, representing, solving the problem, and finally reflecting and communicating the solution when developing instructional approaches and valid computer-based assessments.

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“…Metacognitive skills have the function of both simplifying learning and developing effective problem solving. In this respect, it is important to develop media that can improve these skills (Gredler, 2009;Kapa, 2007).In terms of the importance of being active, one characteristic that needs to be developed during teacher training for individuals to be effective and life-long learners is metacognitive skills. Furthering teacher candidates' personal and professional development requires them to gain efficacy at arranging activities towards improving students' metacognitive skills and at developing the relevant characteristics in their pre-service period.…”

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confidence: 99%

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confidence: 99%

The Effect of Portfolio Assessments on Metacognitive Skills and on Attitudes toward a Course

2017

EDUC SCI-THEOR PRACT

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Citation: Evin-Gencel, İ. (2017). The effect of portfolio assessments on metacognitive skills and on attitudes toward a course. AbstractThe aim of this study is to determine through teacher candidates' thoughts the effects of a portfolio assessment implementation on their metacognitive skills and attitudes towards a course on measurement and evaluation.Exploratory sequential mixed-methods design is employed within the study. The pretest/posttest control group design was used in the qualitative phase of the study and a semi-structured interview form in the quantitative phase. The study was conducted with the participation of 42 teacher candidates. Data has been gathered using the metacognitive skills scale, an attitude scale on the measurement and evaluation course, and a semistructured interview form. While analyzing quantitative data, assumptions were detected using the SPSS 17.0 program (multi-normality, extreme values, emission, covariance matrices' homogeneity, linearity, absence of multi-link issues); descriptive statistics and MANCOVA analysis were also been made. The NVivo 8 program was used in the analyzing the quantitative data gathered from the semi-structured interview form. Portfolio assessments were determined to have positive effects on attendants' metacognitive skills and attitudes towards the course, and the implementation positively affected their attitudes. Within the learning process, requirements like guiding learners and evaluating learning tools at different levels put learning into practice, and the concepts of learning and evaluating identify with each other instead of competing (Giralt & Varela, 2015;Schön, 1987). On this basis and in accordance with the constructivist education philosophy, portfolio assessments are recommended for learners' knowledge, skill, and performance to promote their critical and reflective thinking skills (Bahous, 2008;Conrad, 2008). KeywordsA portfolio is defined as a collection of products that students produce during the learning process, and it creates an opportunity for learners, as well as their peers, families, and teachers, to observe and evaluate changes over time. Portfolios are also thought to be very important in terms of providing direct evidence for quality learning media and in-class activities created by teachers (Denney, Grier, & Buchanan, 2012;Ledoux & McHenry, 2006). Students gather their works systematically and methodically in a folder under predetermined criteria. In this way, aside from students' improvements over time, their strengths and weaknesses can also be observed.In regard to representing decisions about programs, the teaching process, and students, portfolios are significant as a flexible evaluation tool in which different students' products are used as indicators (Davies & Le Mahieu, 2003). Cameron, Tate, Macnaughton, and Politano (1998, p. 6) claim that learning takes place only by thinking about, problem-solving, constructing, regressing, transforming, reflecting on, taking responsibility for, questioning, answering, and imp...

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Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Cited by 38 publications

References 52 publications

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

Students’ Achievement, Skill and Confidence in Using Stepwise Problem-Solving Strategies

Developing a computer-based assessment of complex problem solving in Chemistry

The Effect of Portfolio Assessments on Metacognitive Skills and on Attitudes toward a Course

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