Log in

Relevant bibliographies by topics / Metacognition instruction

Contents

Journal articles
Dissertations / Theses
Books
Book chapters
Conference papers

Academic literature on the topic 'Metacognition instruction'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Metacognition instruction.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Metacognition instruction"

1

Pelton, Julie A. "Teaching about Learning: The Effects of Instruction on Metacognition in a Sociological Theory Course." Teaching Sociology 47, no. 4 (2019): 325–38. http://dx.doi.org/10.1177/0092055x19861684.

Full text

Abstract:

This article investigates the effects of teaching about metacognition in a sociological theory course. I created a series of teaching interventions to introduce students to the science of learning, including an interactive lecture on metacognition, a discussion that models metacognitive strategies, and activities for students to practice metacognition. This article describes those teaching interventions and assesses whether direct instruction led to greater use of metacognitive and cognitive strategies, confidence, and motivation to learn. Data were collected over seven semesters using a pretest–posttest approach. Comparison of means showed that students who received metacognitive instruction did not differ significantly from a control group on strategy use, confidence, or motivation. Regression analyses show that metacognitive instruction did lead to greater use of metacognitive strategies. While instruction in metacognition did not produce all desired effects, this research illustrates the value of incorporating the science of learning in sociology courses.

APA, Harvard, Vancouver, ISO, and other styles

2

Richmond, Aaron S., Anastasia M. Bacca, Jared S. Becknell, and Ryan P. Coyle. "Teaching Metacognition Experientially." Teaching of Psychology 44, no. 4 (2017): 298–305. http://dx.doi.org/10.1177/0098628317727633.

Full text

Abstract:

We investigated the effects of using experiential learning and direct instruction to teach metacognitive theory and to determine whether instructional type differentially affected higher vs. lower level learning. We randomly assigned 87 introductory psychology students to either experiential learning or direct instruction conditions. We pretested participant’s knowledge of metacognitive theory, and then participants received either experiential or direct instruction, after which they completed a posttest of knowledge of metacognitive theory. After covarying prior knowledge, data suggested that experiential learning may be more effective than direct instruction for teaching metacognitive theory, particularly for higher level recall and recognition assessments. Our results suggest that when taught using experiential learning, students may process information at a deeper level and recall more information because they may have related new information to their past experiences, engaged in the course material, and may have increased self-efficacy for the learned material.

APA, Harvard, Vancouver, ISO, and other styles

3

Fiani, Ani. "STUDENTS’ PERCEPTION TOWARD THE ENACTMENT OF METACOGNITIVE INSTRUCTION IN AN EFL WRITING CLASS: LESSON LEARNED FROM A PRIVATE UNIVERSITY IN INDONESIA." Research and Innovation in Language Learning 3, no. 3 (2020): 220. http://dx.doi.org/10.33603/rill.v3i3.4105.

Full text

Abstract:

Metacognition plays an important role in developing EFL students to become successful learners who are able to plan their learning goals, monitor their learning progress, and evaluate their learning outcomes in the disruption era. Because of the crucial role of metacognition in language learning, the implementation of metacognitive instruction in an EFL writing class had been investigated during one semester. Thus, this article discussed the students’ responses towards the use of the teaching program. This research study conducted with thirty three students in a private university in Lubuklinggau used a case study by collecting data through a questionnaire and reflective journals. The research results revealed that most of the EFL students had highly positive responses towards the implementation of metacognitive instruction in an EFL writing class including three aspects, namely the learning materials, learning activities, and benefits of the learning processes. Therefore, the teaching program had encouraged and benefited to the students in learning to write. Metacognitive instruction, as an alternative of effective methods, should be considered by teachers to help their students to become more independent learners.Keywords: Metacognition, metacognitive instruction, writing

APA, Harvard, Vancouver, ISO, and other styles

4

Fiani, Ani. "The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review." Linguistic, English Education and Art (LEEA) Journal 2, no. 1 (2018): 86–99. http://dx.doi.org/10.31539/leea.v2i1.442.

Full text

Abstract:

Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: Metacognition, Metacognitive awareness, Metacognitive instruction, Listening abilities

APA, Harvard, Vancouver, ISO, and other styles

5

Antonio, Ronilo, and Maricar Prudente. "Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis." International Journal on Studies in Education 4, no. 1 (2021): 43–54. http://dx.doi.org/10.46328/ijonse.50.

Full text

Abstract:

This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.

APA, Harvard, Vancouver, ISO, and other styles

6

Soicher, Raechel N., and Regan A. R. Gurung. "Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention." Psychology Learning & Teaching 16, no. 1 (2016): 64–73. http://dx.doi.org/10.1177/1475725716661872.

Full text

Abstract:

Previous research has indicated that an intervention called “exam wrappers” can improve students’ metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students’ metacognition and academic performance when used in only one course per academic term. A total of 86 students used either exam wrappers (an exercise with metacognitive instruction), sham wrappers (an exercise with no metacognitive instruction), or neither (control). We found no improvements on any of three exams, final grades, or metacognitive ability (measured with the Metacognitive Awareness Inventory, MAI) across conditions. All students showed an increase in MAI over the course of the semester, regardless of condition. We discuss the challenges of improving metacognitive skills and suggest ideas for additional metacognitive interventions.

APA, Harvard, Vancouver, ISO, and other styles

7

Lee, Icy, and Pauline Mak. "Metacognition and Metacognitive Instruction in Second Language Writing Classrooms." TESOL Quarterly 52, no. 4 (2018): 1085–97. http://dx.doi.org/10.1002/tesq.436.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Xu, Wei. "Exploring ESL/EFL Teachers’ Pedagogical Content Knowledge on Reading Strategy Instruction." English Language Teaching 8, no. 11 (2015): 155. http://dx.doi.org/10.5539/elt.v8n11p155.

Full text

Abstract:

<p>Any instructional practice must be derived from a teacher’s knowledge base for teaching, which can be acquired by training, study, or practice. While much attention has been paid to teachers’ practical content knowledge in real educational settings, comprehensive syntheses of expert knowledge on a particular teaching task for a specific group of teachers are still scarce. This paper tends to synthesize ESL/EFL teachers’ pedagogical content knowledge of reading strategy instruction through learning the expertise conveyed in literature. Drawing on related studies in the field of reading strategy instruction either in general or in ESL/EFL contexts, this argumentative article first proposes a synthesized reading strategy instruction model which consists of one key component and two general principles, all of which create and are created by a safe and risk-free environment where students learn to use strategies actively and consciously with motivation and assistance. This article then elaborates on eight instructional strategies using summarizing instruction as an example in terms of three types of knowledge: declarative, procedural, and conditional. With the enrichment of the pedagogical content knowledge on strategy instruction, ESL/EFL teachers might teach reading strategies effectively both <em>with</em> metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and <em>for</em> metacognition, namely, to affect their students’ metacognitive awareness of strategy use in reading.</p>

APA, Harvard, Vancouver, ISO, and other styles

9

ÖZTÜRK, Nesrin. "The Relation of Metacognition, Personality, and Foreign Language Performance." International Journal of Psychology and Education Studies 8, no. 3 (2021): 103–15. http://dx.doi.org/10.52380/ijpes.2021.8.3.329.

Full text

Abstract:

Metacognition is a significant predictor of learning and academic performance, including foreign-language performance. However, variations in metacognitive competence can be observed due to several factors, potentially including personality. Analytic survey research methods were implemented to examine the relation between metacognition and personality traits and their interaction with foreign-language performance. Data were collected from 244 participants via the Turkish Metacognitive Awareness Inventory, Basic Personality Traits Inventory, and records of foreign language performance grades. Spearman's correlation and multiple linear regression tests were used for data analysis. Results confirmed that Conscientiousness, Openness to Experience, and Agreeableness explained 20% of metacognitive knowledge, and 16% of metacognitive regulation was attributed to Conscientiousness and Openness to Experience. Compared to other language skills, it was merely reading performance correlating with metacognitive knowledge and metacognitive regulation. On the other hand, language use was positively correlated with metacognitive regulation. Regression analyses identified that only personality traits but not metacognition predicted foreign-language performances. Conscientiousness and Extraversion predicted reading performance, and Conscientiousness and Openness to Experience were significant predictors of language use performance. These findings may suggest that personality influences foreign language reading performance, language use performance, and metacognition. Therefore, pedagogical implications may reflect individual differences, especially when delivering foreign language instruction or metacognition training modules.

APA, Harvard, Vancouver, ISO, and other styles

10

Bartlett, Brendan, and Ali Wegner. "Text Structure Instruction and Metacognition." International Journal of Learning: Annual Review 15, no. 2 (2008): 255–66. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45614.

Full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Dissertations / Theses on the topic "Metacognition instruction"

1

Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Erskine, Dana Lynn. "Effect of prompted reflection and metacognitive skill instruction on university freshmen's use of metacognition /." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3373.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Erskine, Dana Lynn. "Effect of Prompted Reflection and Metacognitive Skill Instruction on University Freshmen's Use of Metacognition." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/1984.

Full text

Abstract:

Research in metacognition has long demonstrated that applying metacognitive strategies improves students learning and performance. Incoming college and university freshmen are not typically trained in using the metacognitive skills that could enhance their academic performance and their satisfaction with the college experience. This study attempted to assess first-year university students' metacognitive awareness and usage at two levels: (a) After direct and specific metacognitive training, (b) after engaging in weekly metacognitive reflection assignments. Six classes of university freshmen were studied in terms of their use of metacognitive skills and strategies as they progressed through their initial semester. Four of the six classes were trained in metacognitive skills and strategies using the Metacognitive Skill Instruction. Two of these four classes were prompted to specifically reflect on their use of metacognitive skills and strategies. The other classes were not prompted about their use of metacognition. Students' metacognitive performance was assessed at the end of the semester using the Metacognitive Awareness Inventory. Results show there was no initial difference between groups yet a significant difference between posttest and retrospective pretest scores was found for all three groups at the end of the term.

APA, Harvard, Vancouver, ISO, and other styles

4

Lewis, Regina. "Predictors of U.S. Teachers' Use of Metacognition in Mathematics Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2411.

Full text

Abstract:

American schools have been struggling with improving achievement in science, technology, engineering, and mathematics for decades. For the last four decades, the overall mathematics performance of 17 year-olds on the National Assessment of Educational Progress has not shown any significant improvement. Mathematics teachers can use metacognitive techniques to make immediate adjustments in instruction that may assist students in becoming more skillful problem solvers. The purpose of this study was to provide new knowledge about the potential predictors of mathematics teachers' use of the six subfactors of the Metacognitive Awareness Inventory for Teachers. The inventory was administered to 120 K-12 grade teachers from the membership list of the National Council of Teachers of Mathematics via an online survey. Multiple regression analysis indicates that there are significant differences among the participants in the influence of potential predictor variables for declarative knowledge, procedural knowledge, conditional knowledge, planning awareness, and monitoring awareness. The positive Î² coefficient indicates that the number of years of teaching experience plays a role in increasing the mathematics teachers' awareness of metacognition, Î²=.207, p

APA, Harvard, Vancouver, ISO, and other styles

5

Ross, John D. "Regulating Hypermedia: Self-regulation learning strategies in a hypermedia environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26921.

Full text

Abstract:

Students of all abilities and ranges of achievement have become familiar with a variety of hypermedia-based settings which offer information on virtually any content area. The concept of self-regulation implies that learners can initiate processes to facilitate learning regardless of their perceived learning ability or environment, two learning characteristics once thought to be immutable forces. The purpose of the study was to design and implement hypermedia components that provide various levels of user support based upon known self-regulatory learning strategies. The components were applied within an existing web-based learning environment which combined class lecture and presentation with web-based components. Student input provided impetus for the revision of existing components and suggestions for new components designed to promote regulatory behavior within the web-based environment. Through participant observation, student desires for hypermedia components which promote self-regulatory behaviors are described and compared with the actual usage patterns of these components. Significant differences were found in measures of students perceived level of self-efficacy for performance and learning, metacognitive self-regulation, and test anxiety. In addition, one of the added components was rated as "highly effective" by the participants and the second-most-used component of the web site. Discussion incorporates student input to provide support for incorporating components which promote self-regulatory learning strategies in a hypermedia instructional environment and offers generalizations for educators and instructional designers based on these findings.<br>Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

6

Franco-Castillo, Iliana. "The Relationship between Scaffolding Metacognitive Strategies identified through Dialogue Journals and Second Graders’ Reading Comprehension, Science Achievement, and Metacognition using Expository Text." FIU Digital Commons, 2013. http://digitalcommons.fiu.edu/etd/1014.

Full text

Abstract:

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group (n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students’ entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw’s (1998) strategy evaluation matrix, to enhance students’ comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students’ reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

APA, Harvard, Vancouver, ISO, and other styles

7

Martin, Joy Alison. "Exploring secondary writing teachers’ metacognition: an avenue to professional development." Diss., Kansas State University, 2013. http://hdl.handle.net/2097/15521.

Full text

Abstract:

Doctor of Philosophy<br>Curriculum and Instruction<br>Lotta Larson<br>Writing teachers teach students to read, write, and think through text. They draw upon their own comprehension to determine if, when, and how to intervene in directing students to deeper, more thoughtfully written texts by encouraging them to monitor and regulate their thoughts—to be metacognitive. Writing itself has been called “applied metacognition,” for it is essentially the production of thought (Hacker, Keener, & Kircher, 2009, p. 154). Yet little is known about the metacognitive practices and behaviors of those who teach writing. The purpose of this instrumental, collective case study was to explore and describe writing teachers’ metacognition as they took part in two range-finding events in a midwestern school district. Participants were tasked with reading and scoring student essays and providing narrative feedback to fuel training efforts for future scorers of the district’s writing assessments. Each range-finding event constituted a case with fourteen participants. Three administrative facilitators and four retired English teachers participated in both events, along with seven different practicing teachers per case. The study concluded that, indeed, participants perceived and regulated their thinking in numerous ways while reading and responding to student essays. With Flavell’s (1979) theoretical model of metacognition as a framework for data analysis, 28 distinct content codes emerged in the data: 1) twelve codes under metacognitive knowledge of person, task, and strategy, 2) seven codes under metacognitive experiences, 3) six codes under metacognitive goals (tasks), and 4) three codes under metacognitive actions (strategies). In addition, three dichotomous themes emerged across the cases indicating transformational distinctions in teachers’ thinking: 1) teaching writing and scoring writing, 2) confusion and clarity, and 3) frustrations and fruits. The study highlighted the potential of improving teachers’ meta-thinking about teaching and assessing writing through dialectic conversations with other professionals. Its findings and conclusions implicate teacher educators, practicing teachers, and school district administrators to seek opportunities for cultivating teachers’ awareness, monitoring, and regulation of their thoughts about content, instruction, and selves to better serve their students.

APA, Harvard, Vancouver, ISO, and other styles

8

Wright, Kier Heng Gail, and 麥雅卿. "Metacognitive strategy instruction: effects on mathematical problem solving in adolescents with moderate learningdifficulty." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956956.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Baraz, Aytugba. "The Effect Of Using Metacognitive Strategies Embedded In Explicit-reflective Nature Of Science Instruction On The Development Of Pre-service Science Teachers." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614871/index.pdf.

Full text

Abstract:

The current study aimed to investigate the effect of using metacognitive strategies embedded in explicit&ndash<br>reflective NOS instruction to improve NOS understanding of pre-service science teachers. Metacognitive Awareness Inventory (MAI) (Schraw &amp<br>Dennison, 1994) and Views of Nature of Science Questionnaire (VNOS-C) (Lederman et al., 2001) were used both at the beginning and at the end of the study as a pre-test&ndash<br>post-test, comparison group, quasi-experimental design. A total of 33 pre-service science teachers (PSTs), 24 were female and 9 were male agreed to join the study voluntarily. These students were selected for this study while they were enrolling at their 5th semester in which they attended Methods of Teaching Science I course offered by the faculty of education at Middle East Technical University. Participants were divided into two groups namely comparison and intervention group. Explicit reflective NOS instruction was used in both groups, but metacognitive strategies additionally used in intervention group. Data analysis demonstrated that explicit reflective NOS instruction enhanced the development of understanding of NOS in both groups. Results also showed that metacognitive strategies improved the metacognitive awareness of intervention group participants. Although four of these metacognitive strategies and explicit reflective NOS instruction in present study provided a substantial increase in NOS understandings of PSTs in intervention group, chi-square analysis showed statistically no significant difference between comparison and intervention group participants&rsquo<br>post-test results.

APA, Harvard, Vancouver, ISO, and other styles

10

Dixon, Ruth A. "Metacognitive skills and the adult developmental reader : issues in identification and instruction." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720303.

Full text

Abstract:

The purposes of this study were (a) to determine the levels of metacognition in developmental readers before and after ten weeks of instruction in metacognitive reading skills, (b) to examine differences in mastery of metacognitive skills determined by years away from secondary education, and (c) to investigate the effect of instruction in metacognitive skills on the improvement of reading comprehension in less-skilled readers.Participants in this study were 48 adult students (ages 19-56) enrolled in developmental reading courses at Indiana Vocational Technical College on the Muncie campus and at the Anderson site. Students responded to a 20-item, multiple-choice questionnaire, the Adult Index of Reading Awareness (AIRA), specifically formulated by the author to measure levels of metacognition in adult readers.In addition, the usual pre and post comprehension tests (Reading Comprehension, Forms A and B, of the College Board, ETS, Princeton, NJ, 1979) were administered both before and after instruction. Students also indicated the number of years they had been away from secondary education.Data were analyzed using the t test, the paired t test, and repeated-measures with one between-subjects factor to determine whether statistically significant relationships existed in regard to each of the research questions.Findings indicated that:Metacognitive reading awareness as measured by the AIRA significantly increased (.000 level) after ten weeks of instruction.Years away from secondary education did not significantly affect changes in the students' metacognitive awareness as measured by this instrument.There were no significant differences in comprehension growth scores between those who measured high in metacognition and those who scored low.Instruction in metacognitive reading skills significantly (.000 level) improved comprehension asmeasured by College Board Reading Comprehension tests.There were no significant differences in comprehension growth scores between students who graduated from high school within the last four years and those who had been away for five years or more.The following conclusions were drawn from this study: (a) Less-skilled adult readers can be taught the metacognitive reading skills which are acquired intuitively by effective readers. (b) Age is not a factor in increasing levels of metacognition in adults. (c) Instruction in metacognitive reading skills significantly improved comprehension scores of adult readers; therefore, instructors should include this skill instruction in developmental reading courses.<br>Center for Lifelong Education

APA, Harvard, Vancouver, ISO, and other styles

More sources

Books on the topic "Metacognition instruction"

1

Hartman, Hope J., ed. Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Israel, Susan E. Using metacognitive assessments to create individualized reading instruction. International Reading Association, 2007.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

3

Azevedo, Roger. International Handbook of Metacognition and Learning Technologies. Springer New York, 2013.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

4

White, Barbara V. Inquiry, modeling, and metacognition: Making science accessible to all students. Lawrence Erlbaum, 1998.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

5

Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. P. Lang, 1999.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

6

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. s.n.], 1994.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

7

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. s.n.], 1990.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

8

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. s.n.], 1991.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

9

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. s.n, 1993.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

10

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. s.n.], 1989.

Find full text

APA, Harvard, Vancouver, ISO, and other styles

More sources

Book chapters on the topic "Metacognition instruction"

1

Gourgey, Annette F. "Metacognition in Basic Skills Instruction." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Carrell, Patricia L., Linda Gajdusek, and Teresa Wise. "Metacognition and EFL/ESL Reading." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_11.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Hartman, Hope J. "Metacognition in Science Teaching and Learning." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Schraw, Gregory. "Promoting General Metacognitive Awareness." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_1.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Ellis, Dorothy, and Barry J. Zimmerman. "Enhancing Self-Monitoring during Self-Regulated Learning of Speech." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Sternberg, Robert J. "Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?" In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_12.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Hartman, Hope J. "Developing Students’ Metacognitive Knowledge and Skills." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_3.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Everson, Howard T., and Sigmund Tobias. "The Ability to Estimate Knowledge and Performance in College: A Metacognitive Analysis." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Mayer, Richard E. "Cognitive, Metacognitive, and Motivational Aspects of Problem Solving." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_5.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Wolters, Christopher A., and Paul R. Pintrich. "Contextual Differences in Student Motivation and Self-Regulated Learning in Mathematics, English and Social Studies Classrooms." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Metacognition instruction"

1

Suteu, Lavinia, and Liliana Ciascai. "THE RELATIONSHIP BETWEEN METACOGNITION AND TEACHER-DIRECTED INSTRUCTION, THE ADAPTATION OF INSTRUCTION, AND PERCEIVED FEEDBACK." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1775.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Hall, Simin, Clint Dancey, Catherine T. Amelink, and Samuel Conn. "Our First Online Offering of Introduction to Thermal-Fluid Engineering." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-63746.

Full text

Abstract:

In this paper the researchers reflect on the use of various communication technologies from the first online offering of our introductory thermodynamics course. The asynchronous (i.e., forums) and synchronous communication technologies such as Centra™ were employed for instruction and explication of useful feedback and self-explanation to promote students’ collaboration. The instructors outline the types of questions used in these guided activities that challenged students to search for multiple ways to demonstrate their conceptual understanding of very fundamental physical notions. The discussion in this paper outlines ways to improve forum questions, instructor’ feedback, and the frequency of the feedback to improve students’ metacognitive strategies in learning and the application of the course material. The observational data are also examined to note if there were any differences in forum contributions online versus students’ contributions in a face-to-face class. This paper provides a platform for research about learning and evaluation of instruction in abstract engineering courses in an online environment. The study is significant and of interest to faculty and administrators who have taught courses in traditional classrooms and who are now considering online teaching to increase access to engineering education.

APA, Harvard, Vancouver, ISO, and other styles

3

Pardo-Ballester, Cristina. "Assessing L2 listening in CALL and listening strategy use." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9487.

Full text

Abstract:

This longitudinal study examines students’ learning strategies of 222 Spanish intermediate learners when taking several listening tests. It also examines the effect of different instructional formats (online-hybrid vs. face2face-blended) on the learners’ strategy use. There were four versions of the same text: an audio format, a video format, a redundancy-enhanced version in audio format, and a redundancy-enhanced version in video format. A pseudo-cross over design was utilized for this study with four listening tests used with each group. Participants completed a questionnaire immediately after each listening test to learn about learners’ strategies before, during and after listening in order to elicit information about the particular strategies that learners used to complete each listening test. Results indicated that there was a listening comprehension strategy development over time without explicit instruction, but participants from different instructional formats developed different strategies. There was a statistically significant difference for intermediate-low learners when perceiving the use of cognitive and metacognitive strategies, but the effect of redundancy does not seem to have an impact. Intermediate-mid learners did not perceive a difference with the use of strategies when completing listening tests with or without redundancy.

APA, Harvard, Vancouver, ISO, and other styles

4

Xia, Tianqiong. "Application of Metacognitive Strategies in EFL Writing Instruction." In 4th International Conference on Education, Language, Art and Intercultural Communication (ICELAIC 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icelaic-17.2017.35.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Xing Zou. "Metacognitive awareness and strategies on multimedia-assisted listening instruction." In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974962.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Fei, Guo. "Metacognitive strategies and english listening instruction at CALL context." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5887122.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Gállego-Nicholls, Jose Fernando, María Rodríguez-García, and Esther Pagán-Castaño. "LANGUAGE LEARNING: DEVELOPMENT OF LISTENING SKILLS THROUGH METACOGNITIVE INSTRUCTION." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.0550.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

Fiani, Ani, Didi Suherdi, and Bachrudin Musthofa. "The Impact of Metacognitive Instruction on EFL Students’ Listening Comprehension and Metacognitive Awareness in Lubuk Linggau." In Proceedings of the UNNES International Conference on English Language Teaching, Literature, and Translation (ELTLT 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/eltlt-18.2019.28.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Wang, Ye. "Study of Metacognitive Strategies' Impacts on C Language Programming Instruction." In Proceedings of the 2nd International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/cesses-19.2019.27.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Kalizhanova, Anna, Bayan Ibrayeva, and Margarita Ishmuratova. "Autonomous Learners’ Metacognitive Awareness Development with the Help of Trello Board." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7633.

Full text

Abstract:

This article focuses on the necessity and inevitability of organization of ESL students’ self-work with the help of free online platform Trello Board. The authors point out that the use of such information and communication technology as Trello Board increases learners’ metacognitive awareness of self-regulation and self-assessment in ESL. The authors also indicate the facilitation of active feedback between ESL learners and their instructor as well as peer-review. The authors share their experience of the use of Trello Board in the educational ecosystem of Bolashak Academy in Kazakhstan. According to the authors, Trello Board provides a broad range of features to control students, maintain their level of motivation, and develop their collaboration in various project works or academic writing tasks.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!