The generality vs domain-specificity of metacognitive skills in novice learning across domains

Veenman, Marcel V. J.; Elshout, Jan J.; Meijer, Joost

doi:10.1016/s0959-4752(96)00025-4

Cited by 157 publications

(150 citation statements)

References 29 publications

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“…The latter resembles the regulative phases belonging to the problem solving process: orientation, planning, execution, and evaluation Winne 2005). To go through these phases in an efficient way an effective working method, which can be defined as the application of metacognitive skills, is needed (Veenman et al 1997). This working method consists of regulative activities (e.g., Boekaerts and Simons 1993;Schraw and Moshman 1995), which regulate the cognitive processes in selecting goals and strategies (planning), implementing those strategies, and monitor and evaluate the learning process (Schunk 1996).…”

Section: Regulation In Collaborative Inquiry Learningmentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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Regulation of the learning process is an important condition for efficient and effective learning. In collaborative learning, students have to regulate their collaborative activities (team regulation) next to the regulation of their own learning process focused on the task at hand (task regulation). In this study, we investigate how support of collaborative inquiry learning can influence the use of regulative activities of students. Furthermore, we explore the possible relations between task regulation, team regulation and learning results. This study involves tenth-grade students who worked in pairs in a collaborative inquiry learning environment that was based on a computer simulation, Collisions, developed in the program SimQuest. Students of the same team worked on two different computers and communicated through chat. Chat logs of students from three different conditions are compared. Students in the first condition did not receive any support at all (Control condition). In the second condition, students received an instruction in effective communication, the RIDE rules (RIDE condition). In the third condition, students were, in addition to receiving the RIDE rules instruction, supported by the Collaborative Hypothesis Tool (CHT), which helped the students with formulating hypotheses together (CHT condition). The results show that students overall used more team regulation than task regulation. In the RIDE condition and the CHT condition, students regulated their team activities most often. Moreover, in the CHT condition the regulation of team activities was positively related to the learning results. We can conclude that different measures of support can enhance the use of team regulative activities, which in turn can lead to better learning results.

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Section: Regulation In Collaborative Inquiry Learningmentioning

confidence: 99%

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Saab

Joolingen

Hout-Wolters

2011

Metacognition Learning

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“…Unsystematic planning and monitoring in simulation based discovery environments is a wide spread phenomenon and is, for example, reported by Lavoie andGood, 1988, Simmons andLunetta (1993), Shute and Glaser (1990), Schauble, Glaser, Raghavan, and Reiner (1991). Veenman, Elshout, and Meijer (1997) who followed learners in a number of simulation based discovery environments report an effect of metacognitive abilities on the discovery learning process and learning results. Charney, Reder, and Kusbit (1990) and Teodoro (1992) claim that subjects have considerable problems with setting goals for themselves.…”

Section: Assignments As a Support For Discovery Learningmentioning

confidence: 99%

Self‐directed learning in simulation‐based discovery environments

Jong¹,

Joolingen²,

Swaak³

et al. 1998

Computer Assisted Learning

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SIMQUEST is an authoring system for designing and creating simulation‐based learning environments. The special character of SIMQUEST learning environments is that they include cognitive support for learners which means that they provide learners with support in the discovery process. In SIMQUEST learning environments, a balance is sought between direct guidance of the learning process and sufficient freedom for learners to regulate the learning process themselves. This paper describes the basic mechanisms of the SIMQUEST learning and authoring environments. The functionality authors have in providing the learner with guidance and some of the experiences on how authors use these opportunities and learners employ the cognitive support are reported.

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“…Although the relation of metacognition with learning results is the subject of many educational studies (Sperling, Howard,Miller, &Murphy, 2002;Veenman, Elshout, & Meijer, 1997;Wang, Haertel, & Walberg, 1990), it is by no means clear which particular metacognitive activities are related to problem solving skills particularly to physics. Identifying these activities may render suggestions for metacognitive training.…”

Section: Influence Of Metacognitive Strategies On Problem Solvingmentioning

confidence: 99%

Does the Use of Metacognitive Strategies Influence Students’ Problem Solving Skills in Physics?

Shareeja¹,

Gafoor²

2014

IOSRJHSS

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The generality vs domain-specificity of metacognitive skills in novice learning across domains

Cited by 157 publications

References 29 publications

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Support of the collaborative inquiry learning process: influence of support on task and team regulation

Self‐directed learning in simulation‐based discovery environments

Does the Use of Metacognitive Strategies Influence Students’ Problem Solving Skills in Physics?

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