Enhancing Metacognition Skills by Using Reflective E-Portfolio

Turky, Mohamed

doi:10.2139/ssrn.3058030

Cited by 7 publications

(4 citation statements)

References 13 publications

(14 reference statements)

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“…Reflective learning as a universal principle of ESD enables learners to explore rational behaviors of acting, making informed choices and creating alternatives to present choices as informed and participating citizens. Through reflective learning, Turkey (2017) opined that learners develop meta-cognitive skill for interpreting, analyzing, reasoning, evaluating and for dealing with various real-life problems in society. Drawing form this assertion, the process of reflective learning requires collaborative class environment that leads learners in taking ownership and responsibility for sustainable future as productive citizens.…”

Section: Reflective Learning and Sustainable Developmentmentioning

confidence: 99%

Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature

Lilian

2022

JLE

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Education for sustainable development (ESD) emphasizes integration of values inherent in all curricular to encourage changes in behavior that allows a just society for all. The ESD pedagogy initiated by UNESCO highlights a shift towards active participation and experiential learning methods which engage learners in critical thinking and ability to act responsively for informed citizenship. Integrating sustainable development pedagogies, which include problem-based, inquiry-based and reflective learning in social studies curriculum, encourages creativity, critical thinking and respect for cultural diversity and creation of a sustainable society. Anchored on constructivism theory, the study used data from both primary and secondary sources on influence of ESD through social studies curriculum. Secondary data was sourced mainly from the internet, focusing on the work of UNESCO on education for sustainable development. Literature reviewed established that social studies curriculum, which is entrenched in values of humanity provides opportunities for lifelong learning and sustainable development. The ESD pedagogies facilitate learning of knowledge, promotes skills, perspectives and values that sustainable societies require for spurring the 21st Century and beyond. The systematic review recommends that teaching and learning of social studies should incorporate appropriate pedagogies for sustainable development for learners to progress to adult life as responsible and functional citizens for collective harmony.

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Section: Reflective Learning and Sustainable Developmentmentioning

confidence: 99%

Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature

Lilian

2022

JLE

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“…This study revealed that the reflection exercisetrained interns to become more metacognitive in their clinical reasoning in practice daily [26]. Also, a study was conducted by Turkey showed that when students practice reflection through writing short essays and discussing them in brainstorming session their response in the scale of metacognition enhanced [27].…”

Section: Students' Perceptions Regarding Their Metacognitive Awarenesmentioning

confidence: 99%

Relationship between Metacognitive Awareness and Reflective Learning of Medical Students at the Faculty of Medicine, Suez Canal University

Mesbah

Abed

Alsagheer

et al. 2020

JESBS

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Aim: To examine the relationship between reflective thinking and metacognitive awareness to help medical students to be independent learners who can control their learning and improve their professional performance. Study Design: It is a cross-sectional correlational study. Place and Duration of the Study: This study was conducted at the Faculty of Medicine-Suez Canal University in August 2018. Methodology: This is a cross-sectional correlational study; the study population included the undergraduate medical students in all study years at the Faculty of Medicine, Suez Canal University. The sample was 264 randomly selected students by using a cluster sampling technique. The instruments that were used for data collection were the Metacognitive Awareness Inventory (MAI) to measure students’ metacognitive awareness levels, Reflection-in-Learning Scale (RLS) to measure the students’ reflective learning levels. Results: The descriptive statistics of both MAI and RLS total scores of students in the six study years revealed that students have mean total MAI total scores = 178 ± 26 and have mean total RLS total scores = 60 ± 13. The Spearman's correlation between the metacognitive awareness and the reflective learning skills of medical students revealed that there was a statistically significant high positive correlation between the metacognitive awareness and the reflection in the learning of FOM-SCU students (p= 0.699, p-value<0.0001). Multiple regression analysis revealed that the weighted combination of the predictor variables explained approximately 50% of the variance of reflection in learning. Conclusion: It is concluded from this study that the students at the Faculty of Medicine, Suez Canal University have fair to good metacognitive awareness and partial to ample reflective abilities. There is a significantly high positive relationship between metacognitive awareness and the reflective learning skills of medical students.

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“…Metacognition has been defined as thinking about one's own thinking or the ability to plan, monitor, and evaluate student learning processes (Tanner, 2012). Reflection blogs facilitate students' metacognition through a reflective process in collecting evidence of their learning (Chen in Turky, 2017).…”

Section: Introductionmentioning

confidence: 99%

Analysis of Metacognitive Ability of Middle School Students in Science Learning by Using Reflection Blogs

Astutik,

Wusqo

2023

J. Environ. Sci. Educ.

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This study aims to analyze the metacognitive abilities of junior high school students through reflection blogs. This study uses the type of research One-Shot Case Study. The sampling technique in this study used a purposive sampling technique. Based on the questionnaire data, metacognitive ability was obtained with an average score of 155.5 or 78.94% in class VIII A and metacognitive ability with an average score of 153.15 or 55%. Similar to the results of the questionnaire, the data for writing reflection blogs on students showed a score of 66% in class VIII A and 63% in class VIII B. Based on these data, it was found that the metacognitive abilities of class VIII A and class VIII B students were in the high category.

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Enhancing Metacognition Skills by Using Reflective E-Portfolio

Cited by 7 publications

References 13 publications

Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature

Education for Sustainable Development Pedagogy in Pre-Primary Social Studies Curriculum in Kenya: Review of Literature

Relationship between Metacognitive Awareness and Reflective Learning of Medical Students at the Faculty of Medicine, Suez Canal University

Analysis of Metacognitive Ability of Middle School Students in Science Learning by Using Reflection Blogs

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