Metacognition in Basic Skills Instruction

Gourgey, Annette F.

doi:10.1007/978-94-017-2243-8_2

Cited by 134 publications

(133 citation statements)

References 7 publications

Supporting

Mentioning

102

Contrasting

Unclassified

Order By: Relevance

“…Also, in accordance with previously reported data (e.g., Gourgey, 2010;Martini & Shore, 2008), and literature about the development of the components of metacognitive knowledge (e.g., Lockl & Schneider, 2002), declarative knowledge and procedural knowledge was most and least mentioned by the students, respectively.…”

Section: Metacognitionsupporting

confidence: 92%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

View full text Add to dashboard Cite

This study aimed at examining: (a) students' metacognitive knowledge and metacognitive regulation when they are doing school work or homework, and their self-regulated learning style regarding the four different types of behavioral regulation: external, introjected, identified and intrinsic; and (b) the role of metacognition in self-regulated learning style, and in the impact of self-regulated learning style on performance expectations, and subsequent performance in the school subjects of language, mathematics and physical education. The sample comprised of 243 primary school students, fifth and sixth grades, boys and girls, who randomly came from 20 state primary schools of various regions of Greece. The participants completed the scales at the middle of a school year, while their school performance was estimated by the teachers. The results showed that: (a) the students used metacognitive knowledge (predominately, declarative) and metacognitive regulation (mainly, planning) at a moderate extent, and they reported a mixed profile of self-regulatory learning style, favoring identified; (b) metacognitive regulation, compared with metacognitive knowledge, was a more powerful formulator of regulatory learning styles, mainly intrinsic and identified; (c) metacognition explained a small percentage of variance of both performance expectations, beyond self-regulatory style, and performance, beyond the interactive effect of performance expectations and regulatory learning style, in both language and mathematics, while it had no significant unique contribution in physical education; (d) external regulation had negative contribution in school performance across the three school subjects, while intrinsic regulation

show abstract

Section: Metacognitionsupporting

confidence: 92%

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Στεφάνου¹,

Mpiontini²

2017

PSYCH

View full text Add to dashboard Cite

show abstract

“…Mayer (1998) suggests that successful problem solving depends on three components -skill, metaskill, and will -and that each of these components can be influenced by instruction. This accords with the belief that effective support of metacognitive skills need to recognise the interaction of cognitive, metacognitive and affective components of learning (Gourgey, 1998).…”

Section: Fostering Metacognitive Skills: What Do Students Need?supporting

confidence: 62%

“…The literature attests to the fact that even at tertiary level, few students appear to have developed expert problem solving skills that enable them to cope effectively with learning independently and effectively in the sciences (Volet et al, 1995;Everson & Tobias, 1998;Gourgey, 1998). There is little planning, checking of answers or understanding of the meaning of the answers obtained.…”

Section: Context Of the Research: Student Difficulties With Problem Smentioning

confidence: 99%

Developing science students’ metacognitive problem solving skills online

Hollingworth

McLoughlin

2001

AJET

View full text Add to dashboard Cite

Technology is increasingly being harnessed to improve the quality of learning in science subjects at university level. This article sets out, by incorporating notions drawn from constructivist and adult learning theory, a foundation for the design of an online environment for the acquisition of metacognitive problem solving skills. The capacity to solve problems is one of the generic skills now being promoted at tertiary level, yet for many learners problem solving remains a difficulty. In addition, there are few instances of instructional design guidelines for developing learning environments to support the metacognitive skills for effective problem solving. In order to foster the processes of metacognitive skills explicitly in first year science students, we investigated areas where cognitive support was needed. The aim was to strengthen the metacognitive and reflective skills of students to assist them in adopting strategies and reflective processes that enabled them to define, plan and self monitor their thinking during problem solving. In tertiary science, both well-structured and illstructured problems are encountered by students, thus a repertoire of skills must be fostered. A model for supporting metacognitive skills for problem solving is presented in the context of an online environment being developed at the University of New England.

show abstract

“…Students then become 'expert learners', understanding how to use self-knowledge to select the strategies needed to achieve learning goals, demonstrating understanding of learning processes, and considering how these shape and self-regulate their progress (Ertmer & Newby, 1996in Haigh, 2001). Such self-regulation involves clarifying purpose, understanding meanings, drawing inferences, looking for relationships, and understanding concepts by reformulating and documenting this process in personal terms, through the reflective journal (Gourgey, 1998).…”

Section: The Critical Fbl Reflective Journalmentioning

confidence: 99%

Participative critical enquiry in graduate field-based learning

Reilly

Clavin

Morrissey

2015

Journal of Geography in Higher Education

View full text Add to dashboard Cite

Abstract:This paper explores the role of participative critical enquiry in graduate fieldbased learning (FBL) in Geography. While fieldwork is central to human geography, in the literature there has been limited focus on fieldwork at graduate level, and critical enquiry in graduate field-based learning in particular.This paper then addresses an interesting niche, outlining a critical pedagogic approach to FBL at graduate level. In drawing on staff and student experience, stemming from the delivery of a dedicated FBL module and as part of an MA programme in Environment, Society and Development (MA ESD), the paper addresses the complexities associated with student-led, participative enquiry during fieldwork in Sarajevo, Bosnia-Herzegovina (BiH). In exploring student field experiences this paper examines emerging student discourses through a group assessment (the development research proposal) and a series of individual reflective journals. Both assessments are contextualized and discussed in relation to the FBL module learning outcomes. Finally, aspects of fieldwork and related activities influencing the feasibility and effectiveness of participative critical enquiry as a field-based pedagogic endeavour are considered.

show abstract

Metacognition in Basic Skills Instruction

Cited by 134 publications

References 7 publications

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Metacognitive Knowledge and Metacognitive Regulation in Self-Regulatory Learning Style, and in Its Effects on Performance Expectation and Subsequent Performance across Diverse School Subjects

Developing science students’ metacognitive problem solving skills online

Participative critical enquiry in graduate field-based learning

Contact Info

Product

Resources

About