Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program

Anderson, David R.; Nashon, Samson Madera

doi:10.1002/sce.20176

Cited by 86 publications

(65 citation statements)

References 27 publications

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“…Metacognition has commonly been viewed as an individual's knowledge, control, and awareness of his/her thinking and learning processes (Baird & White, 1996;Gunstone, 1994;Kuhn, Amsel, & O'Loughlin, 1988). However, recent work has consolidated a broadened perspective of metacognition based on Flavell's (1976Flavell's ( , 1979 previous work that includes reference to students' knowledge and awareness of others' thinking and learning processes (Anderson & Nashon, 2007;Thomas, 1999;Thomas & McRobbie, 2001). This expanded perspective is consistent with sociocultural views of cognition that draw attention to the notion that students can and do learn to reason by reflecting on the processes by which others within their communities reason and by modifying accordingly their own thinking in ways they feel will benefit them.…”

Section: Introductionmentioning

confidence: 92%

Social barriers to meaningful engagement in biology field trip group work

2008

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This paper reports on a study that employed metacognition and social cognition theoretical frameworks to explore and interpret students' views of their cognitive roles and the nature of the mechanisms that they considered influenced and mediated their learning within small group contexts. An instrumental interpretive case study methodology was used to capture students' descriptive accounts of their Year 11 Biology learning experiences, as conveyed through their recollections and reflections concerning their interactions and roles, perceptions of the learning task, and their learning strategies that they considered to be manifest during a field trip visit to a nature center. We conclude that, even among apparently highly collegial student groups, deemed by their teacher to be effective learning groups, and constituted in ways consistent with the literature on effective collaborative group work, there existed metasocial metacognitive factors that influenced and shaped cognition in ways counterproductive to the effective learning of science. This study reveals the

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Section: Introductionmentioning

confidence: 92%

Social barriers to meaningful engagement in biology field trip group work

2008

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“…Metacognitive awareness involves the individual's awareness of the way in which he/she learns, constructs knowledge or develops understanding, as well as his/her knowledge of learning strategies, the demands of the learning task and his/her progress (Anderson & Nashon, 2007;Wilson & Johnson, 2000). Metacognitive awareness enables the learner to learn how, when and where to use cognitive strategies.…”

Section: Metacognitive Awareness and The Explicit Development Of Metamentioning

confidence: 99%

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Breed

Mentz²,

Westhuizen³

2014

EJREP

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ResumenIntroducción. La investigación se centró en la metacognición en un entorno de aprendizaje colaborativo. Basado en un estudio exhaustivo de la bibliografía, los investigadores diseñaron una estrategia de enseñanza-aprendizaje metacognitivo para parejas de programadores. Nuestro objetivo fue investigar la influencia de esta estrategia de enseñanza -aprendizaje metacognitivo durante la programación en parejas en un contexto educativo, en la conciencia metacognitiva.Método. Se utilizó un diseño de investigación mixto, incluyendo dos cuestionarios y entrevistas individuales. Los participantes fueron 67 estudiantes de onceavo grado que habían estado aplicando la programación en parejas en el aprendizaje de las Tecnologías de la Información en la enseñanza secundaria. La estrategia de enseñanza-aprendizaje metacognitivo fue implementado por el grupo experimental.Resultados. Los resultados derivados del estudio empírico muestran que los alumnos del grupo experimental , que se había implementado la estrategia de enseñanza-aprendizaje metacognitivo mientras programaban en parejas, reportaron una mejora en las áreas de planificación, información de gestión, seguimiento y evaluación, con respecto a la conciencia metacognitiva .Discusión y conclusiones. Esta investigación pone de relieve la importancia de una estrategia de enseñanza-aprendizaje metacognitivo cuando los alumnos están programando en parejas.Los hallazgos podrían hacer mucho para promover la enseñanza y el aprendizaje en la programación de computadoras, y para informar a la investigación futura y la práctica. La estrategia de enseñanza-aprendizaje metacognitivo aplicado durante la investigación se ha adaptado para que sea adecuado para el uso de profesores y alumnos durante la programación en parejas.Palabras clave: metacognición, aprendizaje colaborativo, programación en parejas , estrategia enseñanza -aprendizaje metacognitivo .

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“…It follows then, that metacognition, which involves the thinking skills of awareness, active monitoring and executive control over one's learning (Brown, 1987;Flavell, 1976;White, 1988), is an important tool for meaningful learning. A review of the literature attests that students' active engagement of metacognition is key to developing deeper conceptual understanding (Anderson & Nashon, 2007;Baird & White, 1996;Flavell, 1987;Gunstone, 1994;Mintzes & Wandersee, 1998;Nashon & Anderson, 2004;White, 1993White, , 1998). An important goal for teachers, then, is to create a learning environment that enables students to become more self-aware of their own learning processes, including the ability to identify these processes and subsequently master (control) them in the service of learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Hisasaka et al studied metacognition with Grade 8 students in Japan and concluded that there are strong correlations between several dimensions of metacognition, in particular, behavioral evidencing of metacognition, evaluation and planning. Anderson and Nashon's (2007) study of high school students' metacognition while visiting an amusement park demonstrated that the key dimensions of awareness, monitoring and evaluation are critical to the resilience and sustainability of individual capacity to engage in meaningful learning. These dimensions can be developed, with the result that students are empowered in their learning.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…In this study, the dimensions facilitated the interpretation and development of deeper understandings of student metacognition. Additionally, awareness, control, evaluation, planning, monitoring, and self-efficacy form the basis on which a questionnaire was developed (Anderson & Nashon, 2007;Nashon, Anderson & Nielsen, 2005) and used in this study for further validation of its efficacy as a means for subsequent interpretation of qualitative data pertaining to students' learning as well as providing signposts to students' levels of metacognition. Conceptions of metacognition and how it is mediated can also be found in cognitive psychology and cultural psychology, which are discussed briefly in the next section.…”

Section: Aspects Of Metacognitionmentioning

confidence: 99%

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Metacognitive engagement during field‐trip experiences: A case study of students in an amusement park physics program

2008

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This paper reports on a study that investigated students' metacognitive engagement of in both out-ofschool and classroom settings, as they participated in an amusement park physics program. Students from two schools that participated in the program worked in groups to collectively solve novel physics problems that engaged their individual metacognition. Their conversations and behavioral dispositions during problem solving were digitally audio-recorded on devices that they wore or placed on the tables where groups worked on the assigned physics problems. The students also maintained reflection journals on the strategies they employed to manage their own understanding as well as learning processes.Prior to the amusement park physics discourse, the students completed a specially-developed questionnaire instrument. This provided signposts of the students' metacognitive engagement during group problem-solving at the park and subsequent related physics learning tasks back in the classroom. This data, added to field notes arising from observations, and formal and informal interviews during post-visit learning activities provided the data corpus on the students' metacognitive engagement. Analysis of this data revealed three types of metacognitive engagement during group learning tasks: collaborative and consensus-seeking, highly argumentative, and eclectic, resulting from high levels of dissonance. In both cases, evidence of individual students' deeper understandings, which manifested through students' cognitive and social behaviors, demonstrated the invocation of metacognition to varying degrees. The novel physics problems tackled by the students created situations where discrepancies between their prior knowledge and the direct experiences enabled them to explicate their thinking through dispositions of behavior.

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Predators of knowledge construction: Interpreting students' metacognition in an amusement park physics program

Cited by 86 publications

References 27 publications

Social barriers to meaningful engagement in biology field trip group work

Social barriers to meaningful engagement in biology field trip group work

A Metacognitive Approach to Pair Programming: Influence on Metacognitive Awareness

Metacognitive engagement during field‐trip experiences: A case study of students in an amusement park physics program

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