Metacognition Triggered by a Social Aspect of Expertise

Chambres, Patrick; Bonin, Delphine; Izaute, Marie; Marescaux, Pierre-Jean

doi:10.1007/978-1-4615-1099-4_11

Cited by 13 publications

(10 citation statements)

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“…Metacognition is a fundamental tool that enables learners to control their own cognition [10]. This leads learners to learn better [11]. By imposing note-sharing with others in the class and prompting metacognition of this collaborative process, we will further enhance the students' metacognition.…”

Section: Theoretical Foundations: Enhanced Guided Notes and Collamentioning

confidence: 96%

Work in progress: Implementation of enhanced guided notes and collaborative note-taking in learning electric circuit concepts

Lawanto

Santoso

2012

2012 Frontiers in Education Conference Proceedings

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The major aim of this research was to develop new instructional materials and strategies to support engineering students, who are not electrical engineering majors, to learn electric circuit concepts. The study focused on activity Phase #3 of the Work in Progress paper presented at the 41st Frontiers in Education conference. The implementation of this phase included: (1) implementing enhanced guided-notes (EGN) with a collaborative note-taking effort; and (2) evaluating students' notes shared in collaborative notebooks. Selected students were provided an iPad 2 TM and an application which allowed editing of the EGN, while other students were provided hard copies of the different sets throughout the semester. Furthermore, students were asked to complete online social networking surveys at the beginning and end of the semester. The instructor developed EGN to facilitate note-taking and note-sharing during the semester. An online repository system was created to allow iPadgroups of students to complete and edit EGNs that were created to facilitate note-sharing submission. Students worked in groups of three or four to complete the EGN and self-evaluation sections beginning in EGN 6 and continuing to EGN 11.

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Section: Theoretical Foundations: Enhanced Guided Notes and Collamentioning

confidence: 96%

Work in progress: Implementation of enhanced guided notes and collaborative note-taking in learning electric circuit concepts

Lawanto

Santoso

2012

2012 Frontiers in Education Conference Proceedings

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“…In general terms, these findings can be framed within the assumption that people not only create and share knowledge about reality (Hardin and Higgins, 1996; Thompson et al, 1999), but also share the principles through which they can produce an accurate view of the reality (Kruglanski, 1989). However, literature has been arguing that cognitive or situational aspects shape the use of shared principles, as it is the case of consensus and heterogeneity informational cues (Chambres et al, 2002; for an empirical illustration see Badea et al, 2012). Thus, the question addressed in this article regards the impacts of the activation of self-knowledge on the use of consensus and heterogeneity information while judging the validity of groups’ decisions by third-party laypeople.…”

Section: Opinions and Decisions Validation Frameworkmentioning

confidence: 99%

Differential impact of independent and interdependent views of the self on the use of consensus and heterogeneity information: The case of validity of groups’ decisions

Lopes

Vala

Oberlé

2017

Social Science Information

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“…As a result, they tend to learn better. 8,9 Researchers also classify the features or components of metacognition differently. Flavell 7 stressed the phenomena of metacognitive knowledge that consists primarily of factors of person, task, and strategies.…”

Section: Metacognition and Engineering Designmentioning

confidence: 99%

Students’ Cognitive Self Appraisal And Self Management, And The Level Of Difficulty Of An Engineering Design Project: Are They Related?

Lawanto¹,

Johnson²

2009 Annual Conference &Amp; Exposition Proceedings

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Lawanto taught and held several administrative positions at the Universitas Surabaya in Indonesia. His long years of teaching experiences in the area of electrical engineering have offered him new perspectives on teaching and learning. He has developed and delivered numerous workshops on student-centered-learning and online-learning-related topics during his service in Indonesia. Dr. Lawanto's research interests include cognition, learning and instruction, and online learning.

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Metacognition Triggered by a Social Aspect of Expertise

Cited by 13 publications

References 0 publications

Work in progress: Implementation of enhanced guided notes and collaborative note-taking in learning electric circuit concepts

Work in progress: Implementation of enhanced guided notes and collaborative note-taking in learning electric circuit concepts

Differential impact of independent and interdependent views of the self on the use of consensus and heterogeneity information: The case of validity of groups’ decisions

Students’ Cognitive Self Appraisal And Self Management, And The Level Of Difficulty Of An Engineering Design Project: Are They Related?

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