The effects of scaffolding metacognitive activities in small groups

Molenaar, Inge; Boxtel, Carla van; Sleegers, P.J.C.

doi:10.1016/j.chb.2010.06.022

Cited by 50 publications

(59 citation statements)

References 41 publications

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“…Remarkably, on the Orienting & Planning scale all four students executed a relatively low percentage of activities according to their think-aloud protocols, whereas they rated relatively high frequencies of performing "Orienting & planning" activities on the questionnaire. The protocol percentages are in line with other studies, in which it is found that orienting activities are hardly performed by students while studying text (Meijer et al 2006a;Molenaar et al 2011). In educational environments, however, students are regularly pointed to the importance of orienting or planning activities (e.g., Butler and Cartier 2004).…”

Section: Study 3: Case Studysupporting

confidence: 90%

Applying learning strategy questionnaires: problems and possibilities

Schellings

2011

Metacognition Learning

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This article discusses measuring learning strategies by means of questionnaires. In 'multi-method' research, in which think-aloud measures are compared with questionnaires, low or moderate correlations are found. A conclusion often drawn is that learners are not able to verbally report on their learning activities. Alternative explanations concern two other possibilities: first, that different learning strategies may be measured by the two methods; second, that the measuring methods may be aimed at different learning tasks. Keeping these prerequisites in mind, we constructed a task-specific questionnaire directly based on a taxonomy for coding think-aloud protocols in text studying. We found a higher correlation (r=.51) between the questionnaire and think-aloud protocols than is regularly reported. A case-study, in which four students answered the questionnaire while thinking aloud, led to new insights into why a questionnaire may lead to somewhat different ratings of activities than the think-aloud method. Based on these results, task-specific questionnaires may be improved. Our studies involved a fair comparison between a questionnaire and think-aloud protocols. We cautiously conclude that if task-specific questionnaires are meticulously constructed and examined in new ways, they might become reasonably adequate alternatives for the labor-intensive think-aloud method in measuring learners' learning strategies.Keywords Learning strategy questionnaires . Think-aloud method IntroductionThe ongoing focus on metacognition and learning strategies in general is resulting in various measuring methods and instruments (Veenman et al. 2006). Both in educational practice and in research different kinds of measuring methods are used to record learning strategies. Obviously, different instruments may lead to differences in data and conclusions. This article will principally address the use of questionnaires in measuring learning Metacognition Learning (2011) strategies. First, we will present some distinctions in learning strategies and in measuring methods. We consider the possibilities in task-specific measuring, then we concentrate on to the discussion about validity issues concerning questionnaires by presenting multi-method studies in which questionnaires are compared with other instruments. Finally, we discuss our empirical studies in constructing a task-specific learning strategy questionnaire. Different learning strategiesDefinitions of learning strategies vary. Different terms (e.g., methods, techniques, or skills) are used to describe the activities that are considered to constitute a learning strategy. Learning strategies may be defined as certain combinations of goal-oriented learning activities used by learners to improve learning (cf. Van Hout-Wolters 1992;Rachal et al. 2007). A learner can use all kinds of strategies to improve learning. These can be found in a multitude of divisions and overviews of learning strategies (see e.g., Alexander 2006;Pintrich 2004;Weinstein and Hume 1998;Winne and Hadwin...

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Section: Study 3: Case Studysupporting

confidence: 90%

Applying learning strategy questionnaires: problems and possibilities

Schellings

2011

Metacognition Learning

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“…Furthermore, in the current study, monitoring of complex tasks was far from perfect (gamma correlation between .20 and .39). Research has shown that scaffolds can enhance metacognitive activities of triads working together on complex learning tasks (Molenaar, Van Boxtel, & Sleegers, 2010). The triads showed more metacognitive activities when provided with scaffolds, which in turn stimulated individual metacognitive skills.…”

Section: Discussionmentioning

confidence: 99%

Effects of problem solving after worked example study on secondary school children’s monitoring accuracy

Baars

Gog

Bruin

et al. 2016

Educational Psychology

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“…The role of metacognition in small groups seems to be quite clear: 'it is to structure the cognitive processes and the co-construction of knowledge in the activity between individuals and to monitor and control the learning processes of the individual group members' (Molenaar et al 2010(Molenaar et al , p. 1727.…”

Section: Social Regulation Of Learning In Small Groupsmentioning

confidence: 99%