Pre-Service Teachers’ Cognitive and Metacognitive Processes in Integrated STEM Modeling Activity

KANDEMİR, Mehmet; KARADENİZ, İlyas

doi:10.21891/jeseh.832574

Cited by 4 publications

(3 citation statements)

References 88 publications

(85 reference statements)

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“…We see that the learning environment can be key in providing suitable representations that will allow for metacognition [50]. After interacting with the cyber-physical system, the students showed signs of higher levels of metacognition when referring to their own understanding of the concepts: S6: "The ball allowed us to look at things from another angle, not just the theory."…”

Section: Discussionmentioning

confidence: 99%

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Guentulle,

Muñoz,

Nussbaum

et al. 2024

Education Sciences

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Learning physics can be seen by many as a problem, as the standard method of learning tends to focus on remembering and using concepts that fail to construct meaning. To overcome this problem in teaching rectilinear motion, we implemented multiple representations using a cyber–physical system that enables interaction between a physical model and the real world. We did so by using a microcomputer system housed inside a ball, including motion and force sensors. This system communicated with the teacher’s laptop in order to display the corresponding data via a projector. The study was conducted with 49 tenth-grade students across five sessions on rectilinear motion. Using a pre- and post-test, we observed that the experimental group performed significantly better than the control group, both in terms of learning as well as in the development of creativity (fluency and flexibility). With guidance from the teacher, the multiple representations allowed the students to improve their learning and creativity by connecting various forms of representation. In other words, the students were able to connect both abstract and concrete views through a real-world, physical experience. Our study reveals the potential of cyber–physical systems within the teaching–learning process for physics, specifically rectilinear motion, and how such a system supports multiple representations.

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Section: Discussionmentioning

confidence: 99%

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Guentulle,

Muñoz,

Nussbaum

et al. 2024

Education Sciences

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“…This finding aligns with research by Ramlah et al (2023) that male students have good representation skills in identifying mathematical problems. Modelling activities are essential in developing metacognitive thinking (Kandemir & Karadeniz, 2021). In other words, metacognitive awareness activities are critical because they impact the results of solving problems based on mathematical models.…”

Section: Discussionmentioning

confidence: 99%

Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender

Ramlah,

Siswono,

Lukito

2024

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A significant amount of scholarly investigation has recently focused on metacognitive activity. However, the examination of metacognitive variations in solving math problems that are still limited in scope. This case study examines gender differences in activity variations of metacognitive activities, specifically awareness, regulation, and evaluation, in prospective teachers solving mathematical problems based on mathematical models. Participants were selected through purposive sampling. Twelve male and sixteen female participants were chosen from those who participated in the 'capita selecta' mathematics course at a public university in West Java, Indonesia. The data were collected through mathematical problem-solving tasks and interviews. The results show that the variations in metacognitive activities between male and female participants are different. Females tend to be more complex and structured in their evaluation activities, while males tend to be more complex and structured in their awareness activities. Based on the results, recommendations are made for future studies.

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“…al., 2022). When applied to learning activities or problem solving, cognitive and metacognitive processes can occur simultaneously or in series, supporting each other (Kamdemir & Karadeniz, 2021). As mentioned earlier, metacognitive skills are basically awareness of thinking about the known and the unknown.…”

Section: Correlation Between Metacognitive Ability With Learning Outc...mentioning

confidence: 99%

Diagnostic Test-Based Assessment Tool Using Moodle to Measure Students' Metacognitive Abilities

Dewi

Savitri

Listiaji

et al. 2023

pijtel

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As part of mindset, metacognition is one of the key indicators of 21st century skills. In this 21st century learning era, the need for metacognitive assessment tools is very important. This study aims to measure students' metacognitive abilities on science concepts using a Moodle based self-diagnostic assessment and know the correlation between students' metacognitive abilities and their learning outcomes. The research used quantitative methods with a sample consisting of 2 classes of students taking Basic Science Courses Data analysis of students' metacognition level based on evaluation results and correlation analysis of students' metacognition skills and learning outcomes. The result indicated that diagnostic test-based assessment tool using Moodle can be used to measure students' science metacognition abilities. The results also showed a significant correlation between metacognitive abilities and student learning outcomes. Diagnostics test using Moodle can be an alternative metacognitive assessment of the learning process and an opportunity to create a 21st-century skills assessment.

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Pre-Service Teachers’ Cognitive and Metacognitive Processes in Integrated STEM Modeling Activity

Cited by 4 publications

References 88 publications

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

How Multiple Representations Using Cyber–Physical System to Teach Rectilinear Motion Improves Learning and Creativity

Revealing the uniqueness of variations in prospective teachers' metacognitive activities in solving mathematical problems based on gender

Diagnostic Test-Based Assessment Tool Using Moodle to Measure Students' Metacognitive Abilities

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