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Gourgey, Annette F.

doi:10.1023/a:1003092414893

Cited by 73 publications

(17 citation statements)

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“…Underlying both content and pedagogical knowledge is knowledge of cognition; the knowledge of strategies, skills, and abilities that impacts a person's learning ability as well as how and why to use strategies and techniques for increasing performance and accomplishing cognitive tasks. Moreover, research indicates that teachers' knowledge of cognition is linked to their learning ability, pedagogical effectiveness, ability to transfer learning from one context to another, and ability to adapt in a complex educational environment (Bransford et al, 2000;Ertmer & Newby, 1996;Georghiades, 2004;Gourgey, 1998;Hartman, 2001;Kramarski & Michalsky, 2009;Lin et al, 2005;Pucheu, 2008;Wilson & Bai, 2010). This would suggest that teacher PD should focus on metacognitive awareness, including knowledge of cognition, because it will impact many common teacher practices.…”

Section: Discussionmentioning

confidence: 99%

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Hughes¹

2017

Journal of Technology Education

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The study was designed to investigate technology and engineering teachers' metacognitive awareness during specific established teacher practices. The study had a sample size of 18. There were six participants in three groups. Group 1 consisted of teachers that actively participated in Transforming Teaching through Implementing Inquiry (T2I2) professional development program. Group 2 consisted of teachers that were selected for but did not actively participate in T2I2 professional development system. Group 3 consisted of teachers that completed the National Board for Professional Teaching Standards professional development program. To measure the metacognitive awareness of each group, a semi-structured open-ended interview was used. The interviews were analyzed by two independent coders using a coding rubric. The coded interviews established the phenomenological metacognitive awareness of each group.

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Section: Discussionmentioning

confidence: 99%

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Hughes¹

2017

Journal of Technology Education

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“…Flavell defined metacognition as the knowledge of one's own cognitive processes (Crain, 1988). This process includes information about when one understands and does not understand, or how one uses existing knowledge to reach a goal, and develop a problem-solving strategy (Gourgey, 1998). Likewise, Costa (1984) defines metacognition as the ability to know what one does not know.…”

Section: Introductionmentioning

confidence: 99%

Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

Bakkaloğlu¹

2020

JEL

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Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students’ metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

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“…Individuals with high levels of metacognitive skills are better at planning, information management, monitoring, debugging and evaluation (Schraw and Dennison, 1994). Metacognitive awareness is important for learning (Anderson and Walker, 1990;Gourgey, 1998;Pintrich and Groot, 1990;Schraw and Moshman, 1995) it affects a lot of components such as acquiring the knowledge, comprehension, recalling and applying (Hartman, 1998).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Social Constructivist Approach on the Learnersâ Problem Solving and Metacognitive Levels

Ch.¹

2012

Journal of Social Sciences

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Problem statement: Socio-cultural constructivism; stressing the social context, culture and collaborative side of learning, is another kind of constructivism. The social constructivist approach has positive effects on learners. It can be said that in improving problem solving and met cognitive awareness skills, which are amongst basic skills every individual should possess today. The purpose of this study is to investigate whether there is a significant difference in the learnersâ problem solving skills and met cognitive levels when the authentic task-based social constructivist approach is used in an experimental group and a traditional approach is used in a control group. Approach: In the research, semi-experimental design with pretest-posttest control groups has been used. The experimental group was applied, based on the constructivist approach, the authentic task-based collaborative learning process more efficient. On the other hand, the control group was put in learning environments based on the meaningful learning approach. In the research, 89 teacher candidates were included in the experimental group and 48 teacher candidates were included in the control group. The âProblem Solving Scaleâ, developed by Heppner and Peterson and adapted was used for acquiring the data about problem solving skills. âMetacognitive awareness scaleâ, developed was used for acquiring the data about metacognitive levels. Results: At the end of the research, it was observed that the difference in the experimental group teacher candidatesâ problem solving skills and metacognitive levels was higher than the control group and statistically significant. Conclusion: According to this finding, it is appropriate to say that the task-based social constructivist approach has positive effects on teacher c candidatesâ problem solving skills and metacognitive levels

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Cited by 73 publications

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Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

The Effects of Social Constructivist Approach on the Learnersâ Problem Solving and Metacognitive Levels

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Cited by 73 publications

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Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Educational Complexity and Professional Development: Teachers’ Need for Metacognitive Awareness

Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables

The Effects of Social Constructivist Approach on the Learnersâ Problem Solving and Metacognitive Levels

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Product

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The Effects of Social Constructivist Approach on the Learnersâ Problem Solving and Metacognitive Levels