A metacognitive learning cycle: A better warranty for student understanding?

Blank, Lisa M.

doi:10.1002/1098-237x(200007)84:4<486::aid-sce4>3.0.co;2-u

Cited by 108 publications

(84 citation statements)

References 8 publications

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“…We chose to use a metacognitive intervention that has been found beneficial in the ecology classroom called the "metacognitive learning cycle" (Blank 2000). The metacognitive learning cycle model goes beyond the standard inquiry v www.esajournals.org SPELLMAn ET AL.…”

Section: Research Context and Questionssupporting

confidence: 93%

“…and (3) Does the effect of the intervention vary with student ability level? We hypothesize that students who receive structured practice through the metacognitive learning cycle reflective journaling intervention will improve their metacognitive ability (a response variable not tested in the Blank [2000] study) relative to students, who do not receive the intervention. Further, we hypothesize that the students who receive the metacognitive intervention will be better able to apply resilience thinking skills in environmental problem solving than students who do not receive the intervention.…”

Section: How I Knowmentioning

confidence: 99%

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Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

et al. 2016

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Abstract. Building communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social-ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6-week long ecology unit with 108 seventh-grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short-term (after six weeks of intervention) and long-term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre-treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

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Section: Research Context and Questionssupporting

confidence: 93%

Section: How I Knowmentioning

confidence: 99%

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

et al. 2016

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“…Oladunni (1998) found that, unlike the traditional class, the metacognitive class increased students' level of achievement. Similarly, Blank (2000) reported that students in the metacognitive classroom experienced a more permanent restructuring of their understanding.…”

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confidence: 99%

Learning Chemistry in a Metacognitive Environment

Pulmones¹

2008

Asia-Pac.Educ.Res.

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Thinking about one's own thinking and of how one learns and solves problems is described as metacognition. The important dimensions of metacognition are knowledge of one's own thinking as one plans, monitors, and evaluates academic tasks. This paper presents a qualitative study on metacognition, on how academic tasks in Chemistry are designed and structured in a constructivist environment that promotes students' metacognitive behaviors and meaningful learning of Chemistry. Sample metacognitive profiles of two cases (low and high metacognitive index), generated from analyses of various qualitative data are also presented. As a conclusion, the paper reiterates a research finding which indicates that prolonged engagement of students in classroom activities designed in a constructivist environment gives ample opportunities for students to demonstrate their overt planning, monitoring and evaluation behaviors. Purposely asking students to answer metacognitive questions afforded them the opportunity to reflect on their thinking, thus fostering their metacognition.

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“…Thus, the data for each of these concepts were reviewed to determine the intelligibility, plausibility, and fruitfulness of the concept for the teacher. Drawing on the work of Hennessey (1991Hennessey ( , 1993, Hewson and Thorley (1989) before her, and a host of authors that followed (e.g., Blanks, 2000), we understood intelligibility to be a measure of how well an idea "made sense" to the teacher. In this study, we determined this by ascertaining how well the teacher could explain the NOS concept, and how readily the teacher could give examples of the concept.…”

Section: Teachers' Conceptual Framework For Nosmentioning

confidence: 99%

Describing teachers' conceptual ecologies for the nature of science

2006

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This research focused on the interactionist conceptual ecologies of inservice teachers and how these ecologies influenced these teachers' conceptual frameworks for the nature of science (NOS). The participants in the study were five teachers enrolled in a graduate course focused on NOS. Data included participants' responses to open-ended and Likert scale surveys, interviews, writing prompts, and participant observations of classroom sessions. We propose a model of the interaction of the prominent components of teachers' conceptual ecologies for NOS, one in which learning dispositions, understandings of the broad enterprise of science, and orientation to learning and learners are understood to shape teachers' conceptual frameworks for NOS. The complex ties between NOS conceptions and goals, affect, dispositions, and beliefs speak to the inclusion of the bounded nature of science as a central aspect of NOS for practicing teachers. Teachers' dispositions toward learning this construct are linked to their conceptions of the boundaries of science as well as their understanding of the role of NOS in their own teaching. We argue that a recognition of the bounded nature of science foregrounds actions of a teacher's learning disposition, thus potentially minimizing the influence of their religious beliefs.

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A metacognitive learning cycle: A better warranty for student understanding?

Cited by 108 publications

References 8 publications

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

Learning Chemistry in a Metacognitive Environment

Describing teachers' conceptual ecologies for the nature of science

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