Metacognition in joint discussions: an analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics

Abstract

The aim of this study was to examine metacognition in computersupported collaborative problem solving. The subjects of the study were 13-yearold Finnish secondary school students (N = 16). The Knowledge Forum learning environment was used to support student pairs_ problem-solving task involving polygons in a geometry course. The data consist of the student pairs_ posted computer notes (n = 95). To examine metacognition in a social context in the networked discussions, the features and patterns of networked interaction, the metacognitive content of the computer notes and their relations were examined. To examine the features of networked interaction, the social network analysis measures were used. The patterns of networked interaction were displayed with the multidimensional scaling technique. In the analysis, metacognitive contents of the computer notes were categorized as metacognitive knowledge, metacognitive skills, and not metacognitive. Further, with the correspondence analysis, we examined how the student pairs_ metacognitive activity was distributed. The results of the study revealed that the metacognitive activity varied among participants, although some aspects of metacognition such as planning were never encountered. It was found that there is a relation between metacognitive activity and the features of interaction. The student pairs who monitored and evaluated the ongoing discussions had a strategically optimal position in the communication network.

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean bycollaborativemetacognition?

“…Hurme, Palonen, and Jarvela (2006) considered the role of metacognition during networked discussions in mathematics with 13-year-old students. Data were collected from three computer-supported collaborative learning lessons.…”

“…In relation to metacognitive talk, three papers provided direction in developing the coding scheme: Artz and Armour-Thomas (1992), Goos et al (2002) and Hurme et al (2006). To identify cognitive talk, Artz and Armour-Thomas (1992) cognitive coding scheme was applied.…”

Reflective assessment in knowledge building by students with low academic achievement

“…A preliminary set of categories was refined interactively until a set of empirically derived categories was identified. The coding scheme was based on theories of the social dynamics of knowledge building (Fu 2014;van Aalst 2009), the socio-cognitive dynamics of knowledge building (Zhang et al 2007), and the social, cognitive, and meta-cognitive processes of knowledge construction (Hmelo-Silver and Barrows 2008; Hurme et al 2006). The three sets of categories were underpinned by sociocognitive dynamics adopted from knowledge-building principles such as epistemic agency, community knowledge, improvable ideas, and embedded and transformative assessment.…”

The role of academic motivation in Computer-Supported Collaborative Learning

“…Metacognitive activity varied among participants, which subsequently influenced the interaction among pairs of learners. Furthermore, by using Social Network Analysis some pairs became central contributors to discourse, while others were less active and were positioned on the outer fringe of the social network (Hurme et al, 2007).…”