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Dissertations / Theses on the topic 'Metacognition instruction'

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Published: 4 June 2021

Last updated: 1 February 2022

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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.

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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.

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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.

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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 we

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4

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

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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 sub

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5

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

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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

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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.

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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 instruc

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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.

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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

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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.

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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.

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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 v

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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.

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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

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11

Rivera, Corbin Kalanikiakahi. "The Effects of Metacognitive Listening Strategy Instruction on ESL Learners' Listening Motivation." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7423.

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Prior studies looking at the effects of listening strategy instruction on motivation have shown there to be a positive correlation between the two. However, the participants of these studies all shared a first language (L1) and were not enrolled in an intensive English program (IEP). This study aims to investigate the correlation between listening strategy instruction and listening motivation in an IEP classroom for students from different L1s. Listening motivation was recorded utilizing the English Listening Comprehension Motivation Scale (ELCMS) and strategy use was tracked with the Metacogn

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12

Becker, Peggy Sue. "Comprehending through metacognition: A teacher resource guide for grades four through high school." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1598.

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The project section is divided into two parts. Part one contains lesson plans that focus on the process of comprehending and part two contains lesson plans that focus on the product of comprehension. Both parts provide the reader with valuable strategies that address the needs of struggline readers in reading comprehension.

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13

Fitzpatrick, Robert J. "The effects of metacognitive strategy instruction on children diagnosed with attention-deficit/hyperactivity disorder." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998fitzpatrickr.pdf.

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14

Houston, Caroline Elizabeth Houston. "The effects of metacognitive strategies on math problem solving ability in gifted second grade students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1498767641243318.

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Mack, Ana. "DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2895.

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This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition,

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Beall, Luke. "Metacognition: the effects of cognitive strategy instruction on the problem-solving skills of high school algebra 2 students." Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/beall/BeallL0812.pdf.

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This study investigated the effects of cognitive strategy instruction on the problem-solving skills of 24 Algebra 2 students. The students used a metacognitive approach to solve word problems in linear systems, matrices and quadratic equations. Various data collection instruments, including pre and postassessments, survey, interviews and observations, were used to determine the effects on students' cognitive achievement, long-term memory, motivation and attitude along with the motivation and attitude of the teacher. The study found an increase in students' achievement and long-term memory with

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17

Rivers, Michelle Lauren. "Under What Conditions Do Students Learn From Experience About The Benefits Of Practice Testing For Learning?" Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1625409046861153.

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Benedict, Kendra M. "Instruction in Metacognitive Strategies to Increase Deaf and Hard of Hearing Students' Reading Comprehension." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/265374.

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The purpose of this intervention study was to test the use of a reading comprehension strategy with students who are deaf/hard of hearing (D/HH) in monitoring and resolving problems with comprehension. The strategy, named Comprehension Check and Repair (CC&R), was designed for D/HH students who struggle with comprehension, despite at least average grade level fluency skills. Sufficient research exists in mainstream reading instruction literature to suggest that instruction in metacognitive strategies might positively influence reading comprehension for D/HH students. The CC&R strategy incorpor

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19

Kirbulut, Zubeyde Demet. "The Effect Of Metaconceptual Teaching Instruction On 10th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614285/index.pdf.

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The purpose of this study is to examine the effect of Metaconceptual Teaching Instruction (MTI) compared to Traditional Instruction (TI) on 10th grade students&rsquo<br>understanding and durability of states of matter concepts, self-efficacy toward chemistry, and to portray the nature of students&rsquo<br>metaconceptual processes and the change in students&rsquo<br>ideas of states of matter. There were 53 students in the experimental group instructed by the MTI and 49 students in the control group instructed by the TI. Three students from the experimental group were selected for case study to

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20

Carter, Adrienne Lynne. "Learning to walk the talk: Cognitive models improve presentation skills." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/3026.

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Zabel, Sally A. "Metacognitive Strategies in a Web-Enhanced Environment: The Effects on Achievement in Problem-Solving for Engineering Undergraduates." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001431.

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Kautzmann, Tiago Roberto. "Um modelo de agente pedagógico para o treinamento adaptativo da habilidade metacognitiva de monitoramento do conhecimento em sistemas tutores inteligentes." Universidade do Vale do Rio dos Sinos, 2015. http://www.repositorio.jesuita.org.br/handle/UNISINOS/4913.

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Submitted by Silvana Teresinha Dornelles Studzinski (sstudzinski) on 2015-10-27T12:41:16Z No. of bitstreams: 1 Tiago Roberto Kautzmann_.pdf: 8317737 bytes, checksum: 0d711a62eccda40c8169142262126010 (MD5)<br>Made available in DSpace on 2015-10-27T12:41:16Z (GMT). No. of bitstreams: 1 Tiago Roberto Kautzmann_.pdf: 8317737 bytes, checksum: 0d711a62eccda40c8169142262126010 (MD5) Previous issue date: 2015-07-28<br>Nenhuma<br>Alunos conscientes de seus processos cognitivos apresentam melhores desempenhos e são mais estratégicos do que alunos que não possuem essa consciência. O conhecimento de

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23

Hemmye, Carol Lynn. "Metacognitive and learning strategies used by adult novice web-based students." [Pensacola, Fla.] : University of West Florida, 2004. http://purl.fcla.edu/fcla/etd/WFE0000034.

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24

Bugno, Timothy A. "AVID's Effect on Metacognitive Development of 9^th Graders in Two Comprehensive High Schools." Scholarly Commons, 2017. https://scholarlycommons.pacific.edu/uop_etds/2.

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This study examined AVID’s effects on the metacognitive development of students taking the AVID Elective during their 9 th grade year. The purpose of this study was to examine the differences in metacognitive development between AVID and non-AVID students in two high schools during their 9 th grade year. Metacognition was operationally defined as an individual’s thinking about how they are thinking, called ownership of learning, and the application of skills, called learning techniques, that students utilize to accomplish a task. Additionally, GPAs were compared to determine potential differen

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25

Chen, Dar-Wei. "Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53840.

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As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms in many ways and deliver different experiences. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium (text was presented either on paper or a screen) and prompt type (text was interspersed with prompts designed either to induce metacognitive processes or to be interacted with non-meta

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Ray, Jessica. "Training for Decision Making in Complex Environments: Instructional Methods and Individual Differences." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5690.

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Increased technology reliance along with today's global fast paced society has produced increasingly complex, dynamic operating environments in disciplines as diverse as the military, healthcare, and transportation. These complex human machine systems often place additional cognitive and metacognitive demands on the operator. Thus, there is a crucial need to develop training tools for all levels of operators in these dynamic systems. The current study was designed to empirically test the effects of four training methods on performance and mental model accuracy in a microworld simulation game.

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27

Courtright, Camelia A. "Integrating Reading into Math Instruction to Increase Academic Achievement of English Language Learners." Thesis, NSUWorks, 2016. https://nsuworks.nova.edu/fse_etd/78.

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The majority of the school population at the research site struggles in reading and mathematics, particularly the English language learner (ELL) students. ELL students typically score lower than non-ELL students and perform at various levels of English language proficiency in reading and math. The purpose of the study was to identify and implement effective research-based strategies during math instruction to support and increase ELL students’ academic performance. This experimental research was composed of a between-subjects approach with a pre- and posttest control group design with a simple

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Amir, Kiaei Yalda. "The Relationship between Metacognition, Self-Actualization, and Well-Being among University Students: Reviving Self-Actualization as the Purpose of Education." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1367.

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This non-experimental, correlational study (N = 513) examined the relationships among self-actualization, well-being, and metacognition. Need-satisfaction and non-defensiveness were also tested as mediators in the relationship between metacognition and self-actualization. A battery of paper-and-pencil self-report measures was administered to a sample of undergraduate and graduate students in a public university in South Florida. Correlational and hierarchical regression analyses and structural equation modeling for mediational analysis were used to test the hypotheses. The results largely supp

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Banks, Alberta Diahann. "Effects of Embedded Study-Skills Instruction on High School Students' Attitudes Toward Mathematics." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/50.

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The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students' attitudes toward mathematics. Metacognitive theory was used for this study's framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students' pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent sam

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Stafford, Tammy. "The Effect of Question-Answer Relationships on Ninth-Grade Students' Ability to Accurately Answer Comprehension Questions." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5515.

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This experimental research study examined the effects of the Question-Answer Relationships (QAR) taxonomy on ninth-grade students' ability to answer comprehension questions. Participants included 32 incoming ninth-grade students who were required to attend summer school due to poor attendance, grades, and/or standardized test scores. Participants were randomly assigned to experimental and control groups. Experimental group participants received one week of initial strategy instruction followed by three weeks of maintenance activities. Results indicated that the strategy had a negative effe

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Nicolini, Sofia. "Läsförståelsestrategier: Redskap för läraren, verktyg för eleven : En studie om nio lärares inställning till olika typer av läsförståelsestrategier i undervisningen för förskoleklass till årskurs 3." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30773.

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· Denna undersökning behandlar lärares inställning till och användning av läsförståelsestrategier i undervisningen. För att elever ska utveckla sin läsförmåga räcker det inte att endast läsa mycket. Eleverna behöver också en explicit undervisning i lässtrategier. Utifrån ett socialkonstruktivistiskt perspektiv är syftet att undersöka lärares inställning till olika typer av läsförståelsestrategier och deras mål med användningen av dessa i undervisningen för förskoleklass till årskurs 3. För att besvara undersökningens syfte används följande frågeställningar: · Vilka olika typer av lä

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Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.

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Shah, Syed T. "Examining the impact of selected metacognitive strategies on learning disabled African American students." Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2492.

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This study examined whether two selected metacognitive classroom instructional strategies, attributional retraining instruction (ARI) and self-management (SM) training, improve the academic performance of three selected learning disabled (LD) African American high school male students enrolled in the ninth grade of a comprehensive urban high school located in the county of Los Angeles. A single-subject design was used to examine the selected interventions in a self-contained math instructional special education classroom. The participating special education teacher received trainings on how to

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Sungur, Semra. "An implementation of problem based learning in high school biology courses." Phd thesis, Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604717/index.pdf.

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Bichon, Laura Millet. "The Effects of Use of A Metacognitive Strategy on the Language Anxiety of Missionaries at the Missionary Training Center." Diss., CLICK HERE for online access, 2000. http://contentdm.lib.byu.edu/u?/MTAF,35122.

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36

Aguilera, Escobar Gonzalo, Moya Constanza Illesca, Negrete Camila Montecinos, Sepúlveda Valentina Sandoval, Martínez Constanza Navarro, and Duprat Katherine Whipple. "Metacognitive listening strategies: exploring the effects of implicit metacognitive instruction on intermediate second." Tesis, Universidad de Chile, 2016. http://repositorio.uchile.cl/handle/2250/137573.

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Informe de Seminario para optar al grado de Licenciado en Lengua y Literatura Inglesa<br>The present study attempted to establish relationships between second or foreign language learners’ metacognitive awareness and the level of listening comprehension proficiency. Metacognition is defined as the awareness of the knowledge an individual has or does not have and to the ability to monitor and control cognitive activities in learning processes (Flavell, 1979; Maichenbaum, 1985). According to Vandergrift & Goh (2012), listening is the most commonly used, important, and active skill in oral c

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Oshar, Patricia Breaton. "The relationship between instruction of metacognitive strategies and student achievement." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0014/MQ52475.pdf.

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Creighton-Lacroix, Wendy Denise. "The self-regulation of test anxiety using metacognitive strategy instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0014/NQ59617.pdf.

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Abdullah, Topcu. "The Effect Of The Asynchronous Web Based Course On The Pre-service Teachers." Phd thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/12605986/index.pdf.

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This study aimed to explore the effects of instructional methods in the asynchronous web-based &ldquo<br>Science and Math Teaching Methods Course&rdquo<br>on pre-service teachers&rsquo<br>achievement, metacognition, and attitudes towards computer, WWW, and the web-based course. It was conducted with two groups, total of 63 third grade pre-service teachers, and one instructor (the researcher), in the Elementary Education Department at Bosphorus University in the academic year of 2003-2004. The Instructor used `Direct Instruction` method based on behaviorist approach for one group, and `Indirect

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Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process." Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.

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Ferguson, Jean Clarke. "Effects of metacognitive strategy instruction on sixth grade students' content reading comprehension." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32760.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the effect of metacognitive strategy reading instruction on sixth grade students' content reading comprehension. Forty-one students in two sixth grade social studies

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Puntambekar, Sadhana. "Investigating the effect of a computer tool on students' metacognitive processes." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262651.

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Wimolkasem, Ngamthip. "The effects of activating metacognitive awareness on comprehension proficiency of Thai students." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367973.

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Altuwairesh, Nasrin. "Expertise in L2 listening : metacognitive instruction and deliberate practice in a Saudi university context." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5418/.

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The significant role listening plays in SLA is now well-established. However, despite changes in the perception of L2 listening, it remains an under-researched skill. Listening is the most challenging of the four language skills in terms of both learning and teaching. This calls for more research to tackle issues with the teaching and learning of L2 listening. I conducted a two-phase, quasi-experimental study that integrated metacognitive instruction and deliberate practice into EFL listening sessions. Phase One focused on metacognitive instruction, whereas Phase Two was on deliberate practice

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Oda, Caroline W. "The impact of dual-processing metacognitive scaffolding on architectural student writing." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737247.

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<p> Practicing architects and architectural educators have called for better writing by architecture graduates; however, there appears to be a gap in published empirical studies on instructional designs that address the problem of developing student architects’ writing fluency. Writing well is an especially challenging process for architecture students in design studios because learners must transform the concepts in their visual metaphors, design spaces, and physical models into written language. The study investigated whether architecture students in the treatment group showed greater

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Ip, Chuk-kuen. "Effects of metacognitive instructional strategies on reading comprehension of children with multiple disabilities." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B23500785.

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Zhang, Qing. "Framework to Facilitate Metacognitive Strategy Development in Computer-mediated Instruction: A Design and Development Study." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/103549.

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This study develops a computer-based interactive content design framework to guide the design of metacognitive scaffolds in ill-structured problem-solving instruction. It adopts Type II design and development research approach to create a comprehensive and generalizable instructional design framework. The framework was composed by synthesizing research and practical literature, and then evaluated by experts in related fields. The completed framework includes metacognitive strategies, instructional design strategies, interactive media types, question prompts, and feedback. Instructional designe

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Helena, Soares Elza. "Metacognitive intervention for the alleviation of learned helplessness." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/51961.

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The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact teachers' beliefs in their capacity to address students' helplessness. The underlying assumption was that, with deeper understanding of the theoretical background upon which instructional practices should be constructed, teachers would develop a stronger belief that, through their pedagogical practices, they could impact students' individual learning outcomes as well as the classroom environment. In order to ac

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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.

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Cuevas, Haydee. "TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE." Doctoral diss., University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3931.

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Abstract:

This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefi

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