Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Delclos, Victor R.; Harrington, Christine

doi:10.1037/0022-0663.83.1.35

Cited by 87 publications

(43 citation statements)

References 17 publications

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“…Compelling evidence from a number of researchers suggests that metacognition is teachable, and that students who are trained in either knowledge of cognition or regulation of cognition improve in metacognition and other measures of academic achievement (Cross & Paris, 1988;Palincsar & Brown, 1984;Delclos & Harrington, 1991;King, 1991;Butler, 1998;Kramarski & Mevarech, 2003;Payne & Manning, 1992;Mevarech & Amrany, 2008;Huff & Nietfeld, 2009). …”

Section: Metacognitive Interventionsmentioning

confidence: 99%

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The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Amzil¹

2013

JEDP

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The goal of the present study was to investigate the impact of a metacognitive intervention, with explicit training in monitoring and control on college students' reading performance and metacognitive skills. The intervention that is five sessions long, used an instructional design that combines reflective dialogue, modeling, and group-practice. Effects were contrasted with an active control group who received strategy training in reading comprehension. Results showed that the experimental group gained in metacognitive skills and reading performance while the control group did not show any change from pretest to posttest. Finally, we found that within the experimental group high achievers as measured by GPA showed greater gains in reading than low achievers.

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Section: Metacognitive Interventionsmentioning

confidence: 99%

“…Delclos and Harrington (1991) reported findings suggesting that monitoring ability improves with training and practice. In their study, they examined fifth-and sixth-graders' ability to solve computer problems after assignment to one of three treatment groups.…”

Section: Metacognitive Interventionsmentioning

confidence: 99%

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Amzil¹

2013

JEDP

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“…It is especially important to help students develop better metacognitive monitoring through explicit reflection and monitoring training in relation to the use of such critical thinking skills. For example, Delclos and Harrington (1991) examined fifth and sixth-grader's ability to solve computer problems after assignment to one of three conditions. The first group received specific problem solving training, the second received problem solving plus self-monitoring training and practice, while the third received no training.…”

Section: Strategy Instructionmentioning

confidence: 99%

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

2006

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The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding 1999a;Rickey & Stacy, 2000;White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996;Nichols, Tippins, & Wieseman, 1997;White, 1998).We divide our discussion into two main parts. The first focuses on three components of selfregulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995;Gunstone, 1999b).Key Words:Self-Regulated Learning Theory: The Role of Cognition, Metacognition, and MotivationSelf-regulated learning refers to our ability to understand and control our learning environments. To do so, we must set goals, select strategies that help us achieve these goals, implement those strategies, and monitor our progress towards our goals (Schunk, 1996). Few students are fully self-regulated; however, those with better self-regulation skills typically learn more with less effort and report higher levels of academic satisfaction (Pintrich, 2000;Zimmerman, 2000).Self-regulated learning theory has a distinguished history in cognitive psychology, with its origins dating back to the social-cognitive learning theory of Albert Bandura. At the heart of Bandura's theory is the idea of reciprocal determinism which suggests that learning is the result of personal, environmental, and behavioural factors. 112GREGORY SCHRAW, KENT J. CRIPPEN AND KENDALL HARTLEY Personal factors include a learner's beliefs and attitudes that affect learning and behaviour. Environmental factors include the quality of instruction, teacher feedback, access to information, and help from peers and parents. Behavioural factors include the effects of prior performance. Reciprocal determinism states that each of these three factors affects the other two factors.During the past two decades, researchers have applied Bandura's (1997) socialcognitive theory to many settings, including school learning. These attempts led to the development of self-regulated learning theory which contends that learning is governed by ...

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“…Así, los profesores deberían esforzarse en proporcionar enseñanza metacognitiva a los alumnos que carecen de ella, con independencia de su nivel de rendimiento, en vez de reservarla para los alumnos más avanzados (Jacobs y Paris, 1987;Palincsar y Brown, 1984). En tercer lugar, las pruebas indican que la conciencia metacognitiva compensa la capacidad escasa y el conocimiento insuficiente (Delclos y Harrintong, 1991).…”

Section: Introductionunclassified

Medición de estrategias metacognitivas mediante la Escala de Conciencia Lectora: ESCOLA

Jiménez

Ferreras²,

Alvarado

et al. 2017

EJREP

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ResumenIntroducción. Los enfoques cognitivos actuales destacan la importancia de la metacognición.Se trata de "aprender a aprender" facilitando la toma de conciencia de cuáles son los propios procesos de aprendizaje, de cómo funcionan y cómo optimizar su funcionamiento y el control de los procesos de lectura, entre otros. La adquisición de estas habilidades es una de las nuevas exigencias formativas para los alumnos, según se recoge en muchas de las reformas educativas de Europa, Norteamérica y Latinoamérica.Método. La prueba incluye 56 ítems que representan "situaciones de lectura" con tres alternativas, ante los cuales el lector debe tomar partido. La alternativa seleccionada permite conocer "cómo lo lectores se perciben" y "cómo creen que actuarían" ante los dilemas. Cada alternativa expresa un grado diferente de conciencia lectora. La prueba ha sido validada con muestras españolas y argentinas, compuesta por 684 estudiantes entre 8 y 13 años (375 españoles y 309 argentinos).Resultados. Los resultados indican que ESCOLA es un instrumento que nos permite recoger información rápida y precisa del grado o nivel de conciencia lectora de los alumnos. Los alumnos de menor edad poseen un nivel de conciencia lectora menor que los de mayor edad. Conclusión.A raíz de los resultados obtenidos en ESCOLA, además de identificar al alumnado con baja conciencia lectora, se pueden diseñar programas de intervención específicos en estrategias metacognitivas en el área de la lectura. Actualmente no existe un producto de estas características. Psicólogos y educadores consideran que el entrenamiento metacognitivo es un aspecto crucial del desarrollo reflexivo, el autoaprendizaje y la construcción del conocimiento por parte de los profesores y los alumnos.

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Effects of strategy monitoring and proactive instruction on children's problem-solving performance.

Cited by 87 publications

References 17 publications

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

The Effect of a Metacognitive Intervention on College Students’ Reading Performance and Metacognitive Skills

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning

Medición de estrategias metacognitivas mediante la Escala de Conciencia Lectora: ESCOLA

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