The Relationship Between
Students’ Metacognitive Awareness
and their Solutions to Similar Types
of Mathematical Problems

Yıldırım, Sevda; Ersozlu, Zara

doi:10.12973/eurasia.2013.946a

Cited by 15 publications

(1 citation statement)

References 13 publications

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“…Kajian mendapati, kesedaran metakognitif dan penyelesaian masalah mempunyai hubungan yang signifikan, oleh itu beliau mencadangkan pengajaran kemahiran metakognisi perlu diutamakan untuk meningkatkan kemahiran penyelesaikan masalah pelajar (Yildirim & Ersozlu, 2013). Pelajar didapati lebih melibatkan diri dengan kandungan kursus apabila aktiviti melibatkan metakognisi dilaksanakan (Sandall, Mamo, Speth & Kettler, 2014).…”

Section: 20 Sorotan Literaturunclassified

Menilai Teknik Penyebatian Kemahiran Berfikir sebagai Satu Alternatif untuk Meningkatkan Kemahiran Berfikir dan Memahami Mata Pelajaran Fizik

Hashim

Rahman

Yahya

2017

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This research is intended to evaluate the use of the infusing thinking skills technique in teaching Form Four Physics in the topic of heat through the students’ achievements in the Critical Heat Test. The research involves the types of thinking skills, which are the parts-whole relationships, comparing and contrasting, and conceptualization. Teachers need to choose the most suitable type of thinking skills for the topic that will be taught in order to attain the learning outcome required. Additionally the infusing thinking skills technique, along with thinking skills, also contain the training of mind of habits in the behavior of students and metacognition whereby students will reflect on the thinking skills process during the teaching and learning activity. The use of thinking maps according to the type of thinking as mentioned, can help students think in step by step sequence. The methodology of the study is quasi-experimental and shows the disproportionate test design of the pre- and post-test groups. Research samples are purposive sampling, containing 30 people for each treatment group and control group. Two schools in Kinta Utara were involved in this study. Results show that there are significant differences in test-t, that is the score increment (critical heat posttest score-pretest score) of the treatment group as compared to the control group. It is found that the infusing thinking skills technique is suitable to enhance thinking skills and the students understanding of the heat topic. This technique is an alternative for teachers to apply various types of thinking skills required in Physics to train thinking skills to the students. Through conceptualization skills, students will be able to find Physics concepts from what they already know and from their daily experiences by using conceptual maps.

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Section: 20 Sorotan Literaturunclassified

Menilai Teknik Penyebatian Kemahiran Berfikir sebagai Satu Alternatif untuk Meningkatkan Kemahiran Berfikir dan Memahami Mata Pelajaran Fizik

Hashim

Rahman

Yahya

2017

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How multiple levels of metacognitive awareness operate in collaborative problem solving

Çini,

Järvelä,

Dindar

et al. 2023

Metacognition Learning

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Metacognitive awareness is knowing about learners’ own thinking and learning, facilitated by introspection and self-evaluation. Although metacognitive functions are personal, they cannot be explained simply by individual conceptions, especially in a collaborative group learning context. This study considers metacognitive awareness on multiple levels. It investigates how metacognitive awareness at the individual, social, and environmental levels are associated with collaborative problem solving (CPS). Seventy-seven higher education students collaborated in triads on a computer-based simulation about running a fictional company for 12 simulated months. The individual level of metacognitive awareness was measured using the Metacognitive Awareness Inventory. The social level of metacognitive awareness was measured multiple times during CPS through situated self-reports, that is, metacognitive judgements and task difficulty. The environmental level of metacognitive awareness was measured via a complex CPS process so that group members’ interactions were video recorded and facial expression data were created by post-processing video-recorded data. Perceived individual and group performance were measured with self-reports at the end of the CPS task. In the analysis, structural equation modelling was conducted to observe the relationships between multiple levels of metacognitive awareness and CPS task performance. Three-level multilevel modelling was also used to understand the effect of environmental-level metacognitive awareness. The results reveal that facial expression recognition makes metacognitive awareness visible in a collaborative context. This study contributes to research on metacognition by displaying both the relatively static and dynamic aspects of metacognitive awareness in CPS.

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Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education

et al. 2022

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This study aims to describe how the metacognitive learning approach (MLA) helped a university's mathematics lecturer enhance students' Mathematical Critical Thinking Skills (MCTS) through mathematics learning. It is an experimental study using a pretest–posttest control group design. The subjects of this study were the students of Mathematics education at a university. The instrument used was the MCTS test. The data were analyzed using ANOVA at the level of significant 0.01. The results of data analysis showed that the MCTS of students who learned with an MLA is better than students who study conventionally, and learning using an MLA has the same effectiveness in increasing the MCTS of students from the low, medium, and high-level subgroups.

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The Relationship Between Students’ Metacognitive Awareness and their Solutions to Similar Types of Mathematical Problems

Cited by 15 publications

References 13 publications

Menilai Teknik Penyebatian Kemahiran Berfikir sebagai Satu Alternatif untuk Meningkatkan Kemahiran Berfikir dan Memahami Mata Pelajaran Fizik

Menilai Teknik Penyebatian Kemahiran Berfikir sebagai Satu Alternatif untuk Meningkatkan Kemahiran Berfikir dan Memahami Mata Pelajaran Fizik

How multiple levels of metacognitive awareness operate in collaborative problem solving

Using a metacognitive learning approach to enhance students’ critical thinking skills through mathematics education

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