Relationship between maternal scaffolding and preschooler's metacognitive strategies in a problem-solving situation

Stern, Maren; Hertel, Silke

doi:10.1016/j.learninstruc.2022.101631

Cited by 8 publications

(3 citation statements)

References 48 publications

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“…The theoretical foundations of metacognitive strategies find their grounding in multiple distinguished frameworks, which shed light on the characteristics, evolution, and utilization of metacognition within educational settings [15] . These seminal theories play a pivotal role in enriching our comprehension of how metacognitive strategies can aid learners in modulating their cognitive activities and enhancing educational results.…”

Section: Theoretical Foundations Of Metacognitive Strategiesmentioning

confidence: 99%

Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications

Wang

2023

Advances in Social Science, Education and Humanities Research

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This paper delves into the profound domain of metacognitive strategies and their multifarious applications in English learning, with a spotlight on reading. Grounded in the foundational frameworks posited by Flavell, Zimmerman, and Pintrich, the exploration delineates the essence and phases of metacognition, underscoring its symbiotic relationship with self-regulated learning. A meticulous examination of English reading learning strategies unveils their intrinsic connection with metacognitive strategies, accentuating the pivotal role of planning, monitoring, and evaluating in optimizing comprehension and retention. While the discourse offers invaluable insights, it invites further empirical validations and a broader investigation into other language skills. The paper concludes with a contemplation on future research trajectories, including the practical implementation of metacognitive strategies in diverse learning contexts and their interplay with other psychological constructs.

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Section: Theoretical Foundations Of Metacognitive Strategiesmentioning

confidence: 99%

Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications

Wang

2023

Advances in Social Science, Education and Humanities Research

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“…Problem‐solving without explicit knowledge is possible when using trial‐and‐error as a heuristic (Funke et al., 2018). Trial‐and‐error can be considered the lowest level of prior planning (Stern & Hertel, 2022), but can result in successful problem‐solving by chance, lead to strategy formation, and generate implicit knowledge (Reber & Kotovsky, 1997; Tönnsen, 2021).…”

Section: Introductionmentioning

confidence: 99%

Domain‐specific knowledge and domain‐general abilities in children's science problem‐solving

Schäfer,

Reuter,

Karbach

et al. 2023

Brit J of Edu Psychol

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BackgroundProblem‐solving in early and middle childhood is of high relevance for cognitive developmental research and educational support. Previous research on science problem‐solving has focussed on the process and strategies of children handling challenging tasks, but less on providing insights into the cognitive network that enables science problem‐solving.AimsIn this study, we aimed to investigate whether performance in science problem‐solving is mainly determined by domain‐specific rule knowledge, by domain‐general cognitive abilities or both.MethodsIn our study, 215 6‐ to 8‐year‐old children completed a set of three domain‐specific rule knowledge tasks and three corresponding problem‐solving tasks that were content‐coherent, as well as a vocabulary task, and a reasoning task.ResultsCorrelational and regression analyses revealed a negligible impact of domain‐specific rule knowledge on corresponding problem‐solving tasks. In contrast, the associations between problem‐solving performance in different domains and the associations between problem‐solving performance and domain‐general abilities (vocabulary and reasoning) were comparably strong.ConclusionsThe findings suggest that science problem‐solving in primary school children primarily relies on domain‐general cognitive abilities. Implications of these findings are discussed with regard to cognitive theories and early science education.

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“…These are learning activities that students develop in team work with the members of the working groups. When children are more involved in joint problemsolving, they use their experiences in the subsequent child-alone problem-solving tasks (Stern, Hertel, 2022). From these active and highly mobilizing activities students derive their opinions and learning outcomes, which they present and defend through classroom discussion.…”

Section: Introductionmentioning

confidence: 99%

Effects of Implementing Critical Thinking on Developing Students' Abilities for Independent Learning in Primary Schools

2023

European Journal of Contemporary Education

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Preparing students for independent learning and creating lifelong learning habits are the main objectives of the contemporary school. In this research, we present the opinions of the students and their teachers about how the primary school prepares them for independent learning and for higher levels of education. Initially, the topic of this paper is treated in the theoretical aspect, where scientific arguments are given for the importance of independent work of students in their intellectual formation and psycho-social development. The implementation of critical thinking as an alternative for reforming our schools is based on progressive theory, which organizes the lesson with the student at the center. From this viewpoint, we want to present our findings on the effects of implementing contemporary learning strategies of critical thinking in preparing students for independent learning. The opinions of students and teachers, which we compare and analyze in this paper, were obtained from two school environments. From schools that have reformed their pedagogical practice through contemporary teaching methodology and from school environments that still work mainly according to traditional and conservative methodology.

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Relationship between maternal scaffolding and preschooler's metacognitive strategies in a problem-solving situation

Cited by 8 publications

References 48 publications

Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications

Strategic Interplay of Metacognition and Self-Regulation in English Reading Comprehension: An Exploration of Theoretical Foundations and Practical Implications

Domain‐specific knowledge and domain‐general abilities in children's science problem‐solving

Effects of Implementing Critical Thinking on Developing Students' Abilities for Independent Learning in Primary Schools

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