Filling in the Distance Between Us: Group Metacognition During Problem Solving in a Secondary Education Course

Siegel, Marcelle A.

doi:10.1007/s10956-011-9326-z

Cited by 45 publications

(29 citation statements)

References 49 publications

(39 reference statements)

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“…Sendo a PBL uma atividade realizada em grupo, acredita-se que os componentes da metacognição, descritos por Siegel (2012), estejam presentes no desenvolvimento de grupos de PBL. Na resolução dos problemas, as estratégias metacognitivas são socializadas quando explicitadas pelos integrantes, podendo ser ampliadas e aperfeiçoadas com a contribuição de cada pessoa na interação grupal.…”

Section: Resultsunclassified

“…PBL ou aprendizagem baseada em problema é um método de instrução específico que envolve a resolução colaborativa de problemas por meio de intensa discussão e pesquisa (SIEGEL, 2012). Foi desenvolvido pela primeira vez em programas de escola médica (BARROWS, 1988;HUNG;JONASSEN;LIU, 2008) e adaptado em outras áreas profissionais (como Direito, negócios), em universidades, escolas secundárias e primárias.…”

Section: Pbl -Problem-based Learning: Aprendizagem Baseada Em Problemaunclassified

“…Ao contrário do ensino tradicional no qual os alunos aprendem conteúdos e, em seguida, resolvem problemas, a PBL começa com os problemas (SIEGEL, 2012). Esta abordagem favorece a compreensão do porquê estudar um determinado conteúdo e como a teoria é aplicada na prática (BARROWS, 1996;GALLAGHER et al, 1995).…”

Section: Pbl -Problem-based Learning: Aprendizagem Baseada Em Problemaunclassified

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Metacognição em Grupos de Problem-based Learning (PBL)

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2017

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Metacognição em Grupos de Problem-based Learning (PBL)educação | Santa Maria | v. 42 | n. 2 | p. 421-434 | maio/ago. 2017 Aprendizagem em grupo é um processo que envolve a mobilização de funções cognitivas e desenvolve competências necessárias no decorrer da vida. A Problem-based Learning (PBL), uma proposta de aprendizagem em grupo, enfatiza o desenvolvimento cognitivo e pode potencializar a metacognição. Objetivou-se responder as questões: 1) a PBL é uma metodologia que envolve o desenvolvimento da metacognição? 2) pode-se relacionar os estudos da metacognição no contexto grupal à PBL? Realizou-se o estado do conhecimento do tema, entre 2010 a 2015, contendo os termos metacognition e Problem-based Learning, no portal de periódicos da CAPES. Oito pesquisas foram selecionadas por descreverem evidências empíricas da metacognição em grupos de PBL. A PBL pode ser aplicada aos estudos de aprendizagem em grupo e metacognição, por mobilizar conhecimentos, a tomada de consciência e o autocontrole. PALAVRAS-CHAVE:Metacognição; Problem-based Learning; Aprendizagem em grupo.Group learning is a process that involves cognitive functions mobilization and develops skills necessary throughout life. Problem-Based Learning (PBL), a proposal of group learning, emphasizes the cognitive development and may make the metacognition stronger. The objective was to answer the questions: 1) is PBL a methodology that involves metacognition development? 2) can we relate metacognition studies on group context to PBL? State of the art researches over the theme were realized, between 2010 -2015, containing the terms metacognition and Problem-based Learning, in CAPES portal journals. Eight researches were selected because they describe empirical evidences of metacognition in PBL groups. PBL can be applied to studies group learning and metacognition, by mobilizing knowledge, awareness and self-control. AbstractResumo

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Section: Pbl -Problem-based Learning: Aprendizagem Baseada Em Problemaunclassified

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Metacognição em Grupos de Problem-based Learning (PBL)

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2017

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“…Research has shown that collaborative learning has the potential to develop metacognition (e.g., Larkin, ; Nielsen et al, ; Siegel, ). According to Frith (), collaboration and metacognition are mutually related.…”

Section: Supporting Students' Metacognition Through Peer Collaborationmentioning

confidence: 99%

The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy

2015

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The prevalence of habitat and life-threatening environmental problems has motivated environmental researchers to develop education programs to strengthen students' environmental literacy. We argue that the connection between environmental literacy and metacognition is theoretically promising. Therefore, we developed the Meta-CIC model, which is designed to develop students' environmental literacy, in parallel to supporting their metacognition. The core of this model is open inquiry-based learning. An explicit environmentally focused metacognitive guidance (Meta) was embedded within the inquiry setting. This guidance referred to the components of metacognition and the strands of environmental literacy. The model includes two levels of collaboration: the Collaborating Inquiry (CI), which refers to the interactions between a pair of students working on an inquiry project; and the Collaborating Inquiry Community (CIC), which refers to the interactions among pairs of students working on different projects. We investigated the contribution of the Meta-CIC model to students' expression of environmental literacy. For this purpose, 250 seventh and eight grade students, who conducted open inquiry projects throughout a full school year, participated in this research. We examined students' environmental literacy using two tools: an environmental literacy questionnaire, which adopts a positivist, outcome-based approach; and an innovative Environmental Literacy INventory (ELIN), which adopts a phenomenological process-based approach. The environmental literacy questionnaire served as pre-and post-test measurements. The ELIN was used to analyze students' reflections, following their involvement in the inquiry process. The results of this study provide supporting evidence for the theoretical relationship between metacognition and environmental literacy, and demonstrate the different effects of the Meta and the CIC components on students' expressions of environmental literacy. The results also point to the importance of providing explicit and context-based metacognitive support. This study highlights the importance of developing students' high order thinking and implementing the Meta-CIC model, within the framework of environmental education. The crucial role of environmental education in the face of environmental conflicts has long been acknowledged. According to the Tbilisi Declaration, the goal of environmental education (EE) is to develop a world population that is aware of, and concerned about, the environment and its associated problems (UNESCO, 1977). Specifically, EE should empower students worldwide with the knowledge, skills, attitudes, motivations, and commitment to work both individually and collectively toward solving current problems and preventing new ones (UNESCO, 1977). These goals can be achieved by developing "environmental literacy," which Roth (1992) defines as the capacity to perceive and interpret the relative health of environmental systems, and to take appropriate action to maintain, restore, or...

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“…As a result when students are faced with problems, students have difficulty to solve them. So that's way, teachers are required to develop new nuances in teaching and learning process to improve the quality of learning one by empowering metacognition skills (Siegel 2012). …”

Section: …………………………………………………………………………………………………… Introduction:-mentioning

confidence: 99%