Relevant bibliographies by topics / Metacognition instruction / Journal articles

To see the other types of publications on this topic, follow the link: Metacognition instruction.

Journal articles 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 top 50 journal articles for your research 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.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

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

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

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

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

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

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

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

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:

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 with metacognition, i.e., consciously planning, monitoring, and evaluating their teaching, and for metacognition, namely, to affect their students’ metacognitive awareness of strategy use in reading.

APA, Harvard, Vancouver, ISO, and other styles

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

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

Whitebread, David. "Metacognition, strategy use & instruction." Educational Review 63, no. 3 (2011): 380–82. http://dx.doi.org/10.1080/00131911.2011.596012.

Full text

APA, Harvard, Vancouver, ISO, and other styles

McKim, Aaron, and Robert McKendree. "Metacognition, systems thinking, and problem-solving ability in school-based agriculture, food, and natural resources education." Advancements in Agricultural Development 1, no. 1 (2020): 38–47. http://dx.doi.org/10.37433/aad.v1i1.21.

Full text

Abstract:

Problems within agriculture, food, and natural resource (AFNR) systems are increasingly complex, expanding the need for students to develop problem-solving abilities alongside an understanding of their own thinking. In this effort, we explored the problem-solving abilities, metacognition, and systems thinking of current AFNR secondary school students. A descriptive correlational study design was employed. Data were collected via an online, Qualtrics survey. Student responses on the metacognition, systems thinking, and problem-solving ability survey items suggested opportunities for increased focus on these areas throughout their educational experience. In addition, statistically significant relationships between metacognition and systems thinking and systems thinking and problem-solving ability reinforced the importance of these topics within AFNR Education. Recommendations emerging from this work include additional emphasis on metacognition, systems thinking, and problem-solving skills within secondary school AFNR classrooms; utilization of specific strategies to increase systems thinking; operationalizing specific strategies to increase metacognitive knowledge and metacognitive regulation; along with a cross-cutting recommendation for teachers to make their thinking more explicit during instruction to increase metacognition, systems thinking, and problem-solving skills among learners.

APA, Harvard, Vancouver, ISO, and other styles

Iftikhar, Shabnum. "The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach." Journal of English Language and Literature 2, no. 3 (2014): 191–95. http://dx.doi.org/10.17722/jell.v2i3.38.

Full text

Abstract:

This article “The importance of Metacognitive Strategies to Enhance Reading Comprehension Skills of Learners: A Self-directed Learning Approach” deals with an in-depth study and implementation of Metacognitive strategies. This study investigates as to what extent the teaching of metacognition is feasible in the classroom and how students could get the maximum from applying metacognitive strategies and styles. This research aims at emphasizing the use of metacognitive strategies as a useful resource to enhance reading comprehension of students. The purpose of the literature review in this study is to more elaborate this topic to get the profound insights into the actual framework of metacognition so that implementations could be made as much as possible. Furthermore, to explore literature review is an authentic source to know as how much research has been conducted so far. It will be identified also that what is missing that needs to be addressed. The themes that would be explored in the review of literature are as following: Theoretical Framework, Motivation and Performance, Metacognitive strategies, Metacognitive instruction; and Empirical evidence of teaching metacognition.

APA, Harvard, Vancouver, ISO, and other styles

Apaydin, Marina, and Mohamad Hossary. "Achieving metacognition through cognitive strategy instruction." International Journal of Educational Management 31, no. 6 (2017): 696–717. http://dx.doi.org/10.1108/ijem-05-2016-0130.

Full text

Abstract:

Purpose The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom’s learning taxonomy and progress toward self-actualization, the top of Maslow’s hierarchy of needs. These results can be achieved by the combination of Apaydin’s 3A approach and integrative learning. Design/methodology/approach The results of the exploratory study of student self-inquiry are analyzed using content analysis method. Findings The results indicate that students who underwent through metacognitive instruction exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation, and higher thrive toward self-development. The study also identified significant gender differences. Research limitations/implications Only two raters reviewed the categories. Increasing the number of raters would potentially increase the reliability and validity of this study. The data were collected in one university in one country. Similar studies conducted in different settings could produce different results. Since the control group was self-selected, it might lead to a performance bias in this group. Practical implications This research has practical implications for improving self-awareness and metacognition of the students. The addition of an unexpected self-applied perspective and application of Problem Solving Algorithm (PSA) to themselves enables the students to see the value of otherwise abstract concepts presented in the textbooks and forgotten immediately after the semester is over. Social implications The students can be socially more prepared to become self-aware professionals and thus improve their career options. Originality/value To the authors’ knowledge, this is the first study in the educational research which investigates the impact of implementation of metacognitive instructional techniques on student self-awareness and performance, which has immediate practical implication for student learning and success.

APA, Harvard, Vancouver, ISO, and other styles

Salonen, Pekka, Marja Vauras, and Anastasia Efklides. "Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning?" European Psychologist 10, no. 3 (2005): 199–208. http://dx.doi.org/10.1027/1016-9040.10.3.199.

Full text

Abstract:

Abstract. This article brings to the fore the sociocognitive aspect of metacognition and processes involved in coregulation. We argue that coregulation in a learning situation that involves the interaction of teachers and students or peers is based on awareness of the partners' cognition, metacognition, affect, and motivation, as well as interpersonal perception processes and/or interpersonal relational control processes. One aspect of metacognition, particularly relevant to coregulation of learning, is metacognitive experience, i.e., how the interacting partners feel and what they think about the task at hand. Awareness of one's own and the other's cognition and of metacognitive experiences is necessary for metacommunication control processes. Evidence from two independent studies suggests that there can be misperception of the interacting partners' metacognitive experiences because of “theory-driven” conceptions of the other person or lack of metacognitive coregulation because of the prevalence of relational control processes. We suggest that this may lead to scaffolding mismatch in instruction, failure in coregulation, and negative feelings and behaviors of the interacting partners in certain learning situations.

APA, Harvard, Vancouver, ISO, and other styles

Ashby-Davis, Claire. "Direct Instruction in Metacognition: Two Instructional Methods Related to Cloze." Kappa Delta Pi Record 22, no. 3 (1986): 86–90. http://dx.doi.org/10.1080/00228958.1986.10517767.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Ivers, John J. "Metacognition and Foreign Language Cultural Instruction." Journal of Transformative Education 5, no. 2 (2007): 152–62. http://dx.doi.org/10.1177/1541344607303618.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Spires, Hiller. "Metacognition and Reading: Implications for Instruction." Literacy 24, no. 3 (1990): 151–56. http://dx.doi.org/10.1111/j.1467-9345.1990.tb00006.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Papleontiou-louca, Eleonora. "The concept and instruction of metacognition." Teacher Development 7, no. 1 (2003): 9–30. http://dx.doi.org/10.1080/13664530300200184.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Djudin, Tomo. "Using Metacognitive Strategies to Improve Reading Comprehension and Solve a Word Problem." JETL (Journal Of Education, Teaching and Learning) 2, no. 1 (2017): 124. http://dx.doi.org/10.26737/jetl.v2i1.151.

Full text

Abstract:

This article describes briefly the theories of metacognition and the impacts of metacognitive skills on learning. The differences between cognitive strategy and metacognitive strategy were mentioned. Some strategies to improve students’ meta cognition skills in the classroom explored as well. Based on the theories, two models of metacognitive strategies instruction for deeply understanding in reading textbook and for finding a solution of words physics problem solving were developed. These models will enable students to be independent and strategic learners.

APA, Harvard, Vancouver, ISO, and other styles

Engen, Thor Ola. "How metacognition and (reading) strategies develop according to Vygotsky." Problemy Wczesnej Edukacji 42, no. 3 (2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.42.04.

Full text

Abstract:

The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading.

APA, Harvard, Vancouver, ISO, and other styles

Jensen, Amber. "Fostering preservice teacher agency in 21st century writing instruction." English Teaching: Practice & Critique 18, no. 3 (2019): 298–311. http://dx.doi.org/10.1108/etpc-12-2018-0129.

Full text

Abstract:

Purpose This paper aims to recommend that English educators engage preservice teachers (PSTs) in thinking and acting agentively in twenty-first century writing instruction by prompting them to examine and (re)construct discourses around identity, beliefs and teaching contexts. It explores metacognitive interventions that supported one PST to assume agency to implement twenty-first century writing pedagogies that challenged institutional and curricular norms. Design/methodology/approach A case study design was used to explore how one PST enacted agency in teaching twenty-first century writing during student teaching. Data were collected from five stimulated recall interviews that prompted metacognition over a four-month internship semester. Emerging themes were analyzed using content analysis. Findings During interviews, the PST constructed narratives about herself, her beliefs and her teaching context in ways that catalyzed her agency to enact twenty-first century writing pedagogies in planning for instruction, framing learning with her students and negotiating with her colleagues. The PST perceived metacognitive intervention as a supportive framework for activating her agency to both “see” and “sell” (Nowacek, 2011) possibilities for implementing twenty-first century writing instruction in her first teaching context. Originality/value While most existing literature on teacher agency focuses on practicing teachers, this paper focuses on activating agency during teacher preparation. It draws upon theories of regulative discourse (Mills, 2015), transfer (Nowacek, 2011) and metacognition as constructs for agency to identify how English educators can prepare PSTs as agents for change.

APA, Harvard, Vancouver, ISO, and other styles

Oppong, Ernestina, Bruce M. Shore, and Krista R. Muis. "Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice." Gifted Child Quarterly 63, no. 2 (2018): 102–19. http://dx.doi.org/10.1177/0016986218814008.

Full text

Abstract:

The concept of giftedness has historically been shaped by theories of IQ, creativity, and expertise (including early conceptions of metacognition). These theories focus within the mind of the individual learner. Social, emotional, and motivational qualities of giftedness were treated as add-ons, not part of the core construct. This created misalignment with the social construction of knowledge—a position widely supported in gifted education practice. Newer, broader conceptions of metacognitive, self-regulated, and self-regulated learning processes have garnered interest. However, because these theories borrowed language from each other and earlier theories, assigning new meanings to old constructs, confusion arose about how to distinguish each of these three theories from each other or apply them to instruction. This article distinguishes among metacognition, self-regulation, and self-regulated learning, relating each to notions of giftedness, highlighting implications for practice, and especially highlighting self-regulated learning as a valuable contributor to understanding giftedness and designing instruction in gifted education.

APA, Harvard, Vancouver, ISO, and other styles

Munby, Hugh, Joan Versnel, Nancy L. Hutchinson, Peter Chin, and Derek H. Berg. "Workplace learning and the metacognitive functions of routines." Journal of Workplace Learning 15, no. 3 (2003): 94–104. http://dx.doi.org/10.1108/13665620310468432.

Full text

Abstract:

In the face of research that shows that workplace knowledge and learning are highly contextual, calls for the teaching of generalizable skills for the workplace have been widespread. While the authors reject the usefulness of teaching generalizable skills, they believe that there are commonalities in workplace knowledge that can be taught. These commonalities are related to metacognition rather than simple cognition, and the approach in this paper is to explore the potential of metacognitive instruction for workplace learning. Specifically, the concept of routines is used to develop an instructional theory derived from the inherent metacognitive functions of routines themselves. The paper draws upon contemporary cognitive theory and on recent research on workplace learning, and it builds on studies the authors have conducted on learning in the workplace and on the observation of routines at work.

APA, Harvard, Vancouver, ISO, and other styles

Chen, Mei-Hui. "Enhancing metacognition through thinking instruction: A case study in a Taiwanese university." Journal of University Teaching and Learning Practice 17, no. 5 (2020): 241–70. http://dx.doi.org/10.53761/1.17.5.16.

Full text

Abstract:

This study investigated the impact of thinking instruction on students’ metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students’ metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers.

APA, Harvard, Vancouver, ISO, and other styles

Worrell, Pamela J. "Metacognition: Implications for Instruction in Nursing Education." Journal of Nursing Education 29, no. 4 (1990): 170–75. http://dx.doi.org/10.3928/0148-4834-19900401-07.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Silvén, Maarit. "The Role of Metacognition in Reading Instruction." Scandinavian Journal of Educational Research 36, no. 3 (1992): 211–21. http://dx.doi.org/10.1080/0031383920360304.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Shabani, Karim, and Mahsa Heidarian. "The Effect of Metacognitive Instruction on L2 Learners’ Listening Abilities and Beliefs about Listening." Journal of Education and Training 2, no. 2 (2015): 221. http://dx.doi.org/10.5296/jet.v2i2.8033.

Full text

Abstract:

Framed in metacognition and sociocultural theory, the present study aims at probing the effect of metacognitive instruction on the learners’ perceptions about listening in one hand, and examining whether this pedagogical sequence of teaching listening may lead to the learners’ listening development in the course of one semester on the other. To gather desirable data, 90 (50 males and 40 females) young Iranian EFL (English as a foreign language) learners, who were studying English in a private language institute, were the potential participants of the study. Data was gathered through semi-structured interview, open-ended questionnaire, as well as KET (Key English Test) listening test. Findings highlighted the occurrence of changes in the learners’ beliefs about listening at the end of the term after they received metacognitive listening instruction. Similarly, quantitative data analysis of the pre-and post-test indicated that the participants in the experimental group outperformed those of the control group. Results revealed that metacognitive listening instruction seems to be more beneficial for less-skilled (novice) listeners to take advantage of a process-based listening instruction to improve their listening abilities.

APA, Harvard, Vancouver, ISO, and other styles

Safari, Yahya, and Habibeh Meskini. "The Effect of Metacognitive Instruction on Problem Solving Skills in Iranian Students of Health Sciences." Global Journal of Health Science 8, no. 1 (2015): 150. http://dx.doi.org/10.5539/gjhs.v8n1p150.

Full text

Abstract:

BACKGROUND: Learning requires application of such processes as planning, supervision, monitoring and reflection that are included in the metacognition. Studies have shown that metacognition is associated with problem solving skills. The current research was conducted to investigate the impact of metacognitive instruction on students’ problem solving skills. METHODS: The study sample included 40 students studying in the second semester at Kermanshah University of Medical Sciences, 2013-2014. They were selected through convenience sampling technique and were randomly assigned into two equal groups of experimental and control. For the experimental group, problem solving skills were taught through metacognitive instruction during ten two-hour sessions and for the control group, problem solving skills were taught via conventional teaching method. The instrument for data collection included problem solving inventory (Heppner, 1988), which was administered before and after instruction. The validity and reliability of the questionnaire had been previously confirmed. The collected data were analyzed by descriptive statistics, mean and standard deviation and the hypotheses were tested by t-test and ANCOVA. RESULTS: The findings of the posttest showed that the total mean scores of problem solving skills in the experimental and control groups were 151.90 and 101.65, respectively, indicating a significant difference between them (p&lt;0.001). This difference was also reported to be statistically significant between problem solving skills and its components, including problem solving confidence, orientation-avoidance coping style and personal control (p&lt;0.001). No significant difference, however, was found between the students’ mean scores in terms of gender and major. CONCLUSION: Since metacognitive instruction has positive effects on students’ problem solving skills and is required to enhance academic achievement, metacognitive strategies are recommended to be taught to the students.

APA, Harvard, Vancouver, ISO, and other styles

KOHRA, Hideaki, and Hayao IMASHIOYA. "Self-Instruction and Metacognition : Adolescents with Intellectual Disabilities." Japanese Journal of Special Education 41, no. 1 (2003): 25–35. http://dx.doi.org/10.6033/tokkyou.41.25.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Baska, Ariel, and Joyce VanTassel-Baska. "Portraits of High Potential-High Need Students: The Role of Teacher Inquiry." LEARNing Landscapes 9, no. 2 (2016): 69–85. http://dx.doi.org/10.36510/learnland.v9i2.764.

Full text

Abstract:

This article examines inquiry-based instructional approaches to working with students who have high potential, but also special needs. The article focuses on inquiry as the thread that weaves together a plan of instruction that has been successful for these students across the high school years in one teacher’s classroom. Pro les of students are described with commentary as to the approaches employed with positive results. Commonalities of instruction, such as the use of metacognition, the use of acceleration, and the use of career counseling, are provided alongside student commentary where appropriate. A plan for the use of inquiry techniques in the classroom concludes the article.

APA, Harvard, Vancouver, ISO, and other styles

Borkowski, John G., M. Teresa Estrada, Matthew Milstead, and Catherine A. Hale. "General Problem-Solving Skills: Relations between Metacognition and Strategic Processing." Learning Disability Quarterly 12, no. 1 (1989): 57–70. http://dx.doi.org/10.2307/1510252.

Full text

Abstract:

This paper presents a metacognition model that has relevance for understanding general problem-solving deficits in LD students. Two components of metacognition are highlighted - executive processes and attributional beliefs. An educational package that combines these components with specific strategy training (such as instruction in summarization) is illustrated as an approach to solving the problem of skill generalization in LD students.

APA, Harvard, Vancouver, ISO, and other styles

Borkowski, John G., Robert S. Weyhing, and Lisa A. Turner. "Attributional Retraining and the Teaching of Strategies." Exceptional Children 53, no. 2 (1986): 130–37. http://dx.doi.org/10.1177/001440298605300205.

Full text

Abstract:

This article reviews the literature on strategy acquisition, use, and transfer with mentally retarded and learning disabled students. A model of metacognition is presented that integrates three components—Specific Strategy Knowledge, Metamemory Acquisition Procedures, and General Strategy Knowledge (including beliefs about the causes of successful performance)—in an attempt to explain some of the causes of individual differences in strategy use among educationally handicapped students. Two recent studies are presented that show how the retraining of attributional beliefs can be combined with other aspects of metacognitive instruction to enhance strategy transfer. Finally, implications of reshaping self-attributions for educational practice are discussed.

APA, Harvard, Vancouver, ISO, and other styles

Conrady, Kansas. "Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers." Journal of Research in Mathematics Education 4, no. 2 (2015): 132. http://dx.doi.org/10.17583/redimat.2015.1422.

Full text

Abstract:

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This preservice geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers.

APA, Harvard, Vancouver, ISO, and other styles

Hinner, Michael B. "Developing a curriculum designed to overcome intolerance: A conceptual approach." Lodz Papers in Pragmatics 16, no. 2 (2020): 181–201. http://dx.doi.org/10.1515/lpp-2020-0009.

Full text

Abstract:

AbstractThe paper examines the theoretical foundation of intolerance and explores potential topics for a curriculum designed to overcome intolerance. Previous research has shown that a negative self-image and low self-esteem seem to foster intolerance. Likewise, individuals with low levels of self-awareness tend to be more willing to express intolerance while paying less attention to the impression their behaviour and communication has among others. Individuals with a negative self-image and low self-esteem often resist change and tend to look for information that confirms and reinforces their existing viewpoints while ignoring information that contradicts their viewpoints. The research of Kruger and Dunning (1999), though, suggests that instruction in metacognition can overcome these negative characteristics. Especially if metacognitive training is coupled with multicultural education, cultural diversity training, and foreign language instruction as other research has revealed.

APA, Harvard, Vancouver, ISO, and other styles

Lazarus, Kelechi Uchemadu, and Gabriel Ogundiya Ogunsola. "Effects Of Metacognition And Direct Instruction On Spelling Abilities Of Pupils With Learning Disabilities In Primary Schools In Ibadan, Oyo State, Nigeria." European Scientific Journal, ESJ 12, no. 1 (2016): 227. http://dx.doi.org/10.19044/esj.2016.v12n1p227.

Full text

Abstract:

This study investigated the effects of metacognition and direct instruction on spelling abilities of pupils with learning disabilities in Ibadan, Oyo State, Nigeria. Pre-test, post -test, control group, quasi-experimental design with 3x2x2 factorial matrix was adopted. Purposive sampling technique was used to select three public primary schools in Ibadan. Sixty primary three pupils with spelling disabilities were randomly selected from the sampled schools and randomized into metacognition, direct instruction and control group. Four instruments were utilized: Pupil Rating Scale (r = 0.76), Right Word Recognition (r=0 .91), Pupils’ English Note Book and Test of Verbal Ability (r=0.96). Those who met the inclusion criteria were treated, while those in the control group received lessons in spelling instruction using the conventional method. Six hypotheses were tested at 0.05 level of significance. Data were analyzed using Analysis of Covariance. Despite the fact that there was no significant main effect of the treatment, participants who were exposed to direct instruction had the highest mean score of ( x = 46.35), this was followed by metacognition ( x = 44.90) while the control group obtained ( x = 30.93). There was no significant gender difference as male and female participants benefited equally from the treatment packages. Based on these findings, recommendations were made which included that teachers of pupils with learning disabilities should adopt the two strategies in teaching spelling to pupils with learning disabilities because these strategies proved better than the conventional method.

APA, Harvard, Vancouver, ISO, and other styles

Vigil M. Batuctoc, Leo. "EFFECTIVENESS OF METACOGNITION-BASED READING ENRICHMENT PROGRAM TO STUDENTS READING COMPREHENSION." International Journal of Advanced Research 9, no. 02 (2021): 111–35. http://dx.doi.org/10.21474/ijar01/12425.

Full text

Abstract:

The main focus of this study is to determine the effectiveness of the metacognition-based reading enrichment program to the students reading comprehension. The pretest-posttest non-equivalent control group design which falls under the quasi-experimental design was used. On the test of significant difference between the formative test mean scores of the experimental and comparison groups, it was found out that the formative tests had significant effect to the respondents reading comprehension. Moreover, based on the computed Cohens d value, the lessons have a small top medium effect size. It was revealed that there is a significant difference between the posttest mean scores of the experimental and comparison groups at 0.01 level of significance. Moreover, based on the computed Cohens d value of 0.98, the effect size of the metacognition-based reading enrichment program to the students reading comprehension based on the posttest is large. There is a significant difference between the formative test mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size values suggested a small to medium practical significance. There is a significant difference between the posttest mean scores of the students in the comparison and experimental group under the metacognition-based reading enrichment program. Furthermore, Cohens effect size value (d=0.98) suggested a substantial effect of the metacognition-based reading enrichment program to the respondents reading comprehension. As for the recommendations, it was noted that there is a need for English teachers to integrate the instruction of metacognitive strategies, as it helps in improving students reading comprehension.

APA, Harvard, Vancouver, ISO, and other styles

Callender, Aimee A., Ana M. Franco-Watkins, and Andrew S. Roberts. "Improving metacognition in the classroom through instruction, training, and feedback." Metacognition and Learning 11, no. 2 (2015): 215–35. http://dx.doi.org/10.1007/s11409-015-9142-6.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Jacobs, Janis E., and Scott G. Paris. "Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction." Educational Psychologist 22, no. 3-4 (1987): 255–78. http://dx.doi.org/10.1080/00461520.1987.9653052.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Jacobs, Janis, and Scott Paris. "Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction." Educational Psychologist 22, no. 3 (1987): 255–78. http://dx.doi.org/10.1207/s15326985ep2203&4_4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Knight, Bruce Allen, and Susan A. Galletly. "The role of metacognition in reading‐accuracy learning and instruction." Australian Journal of Learning Disabilities 10, no. 2 (2005): 63–70. http://dx.doi.org/10.1080/19404150509546790.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Okpanachi, David, and Samuel A. Umoru. "METACOGNITIVE APPROACH TO ENHANCING MATHEMATICAL PERFORMANCE AMONG PRIMARY SCHOOL STUDENTS IN RURAL AND URBAN AREAS OF KOGI STATE." International Journal of Advanced Research 9, no. 5 (2021): 533–38. http://dx.doi.org/10.21474/ijar01/12870.

Full text

Abstract:

In this study, a quasi-experimental design was employed to ascertain the effect of the metacognitive instruction approach on primary school students mathematical performance in Kogi State. A total of seventy-two students with an age range of 7 â€“ 11 years and a mean age of (M=9.12), (SD= 1.22) participated in the study. The participants were grouped into two and were subjected to a pre-test and post-test study. Mean, and standard deviation scores were used, and an independent t-test analysis conducted on the data established a statistically significant difference between the groups, MD = 11.54 (95% CI, 7.91 to 15.14), t (70) = 6.313, p = .001. Thus, the result supported the studys hypothesis. It was concluded that metacognition is effective in enhancing students mathematics performance. The studyrecommends that teachers be regularly trained on the use of the metacognitive approach in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

Sabel, Jaime L., Joseph T. Dauer, and Cory T. Forbes. "Introductory Biology Students’ Use of Enhanced Answer Keys and Reflection Questions to Engage in Metacognition and Enhance Understanding." CBE—Life Sciences Education 16, no. 3 (2017): ar40. http://dx.doi.org/10.1187/cbe.16-10-0298.

Full text

Abstract:

Providing feedback to students as they learn to integrate individual concepts into complex systems is an important way to help them to develop robust understanding, but it is challenging in large, undergraduate classes for instructors to provide feedback that is frequent and directed enough to help individual students. Various scaffolds can be used to help students engage in self-regulated learning and generate internal feedback to improve their learning. This study examined the use of enhanced answer keys with added reflection questions and instruction as scaffolds for engaging undergraduate students in self-regulated learning within an introductory biology course. Study findings show that both the enhanced answer keys and reflection questions helped students to engage in metacognition and develop greater understanding of biological concepts. Further, students who received additional instruction on the use of the scaffolds changed how they used them and, by the end of the semester, were using the scaffolds in significantly different ways and showed significantly higher learning gains than students who did not receive the instruction. These findings provide evidence for the benefit of designing scaffolds within biology courses that will support students in engaging in metacognition and enhancing their understanding of biological concepts.

APA, Harvard, Vancouver, ISO, and other styles

Aula Blasco, Javier. "The relationship between writing anxiety, writing selfefficacy, and Spanish EFL students’ use of metacognitive writing strategies: a case study." Journal of English Studies 14 (December 16, 2016): 7. http://dx.doi.org/10.18172/jes.3069.

Full text

Abstract:

The composing process of a written text is one of the most challenging tasks encountered by foreign language learners. Mastering writing depends on numerous aspects, being the use of metacognitive writing strategies a paramount factor in the process. However, writing metacognition is not isolated from other factors, and emotional constructs have a deep influence both on the use of strategies and on the final written outcome. In this article, a case study is undertaken among six upper-secondary-school Spanish EFL students in order to explore, identify, and analyze the unique relationships existing between the use of metacognitive writing strategies, writing anxiety and writing self-efficacy, observing also how these three factors influence students’ writing performance. To do so, participants were invited to take part in a think-aloud protocol while writing a text in English. Results were cross-validated with students’ completion of a questionnaire designed drawing on previous literature (O’Neil and Abedi 1996; Cheng 2004; Jones 2008; Stewart et al. 2015; Ho 2016) to measure the three factors. Participants’ responses to both research instruments showed a positive correlation between writing metacognition and writing self-efficacy. On the other hand, these two factors were reported to be negatively correlated with students’ level of writing anxiety. Findings also suggest that think-aloud protocols might have flaws when measuring emotional constructs. Thus, EFL instruction should aim at reducing both personal and environmental factors that may cause writing anxiety and decrease learners’ self-efficacy, ultimately enhancing students’ writing skills.

APA, Harvard, Vancouver, ISO, and other styles

Al-Jarrah, Tamer Mohammad, Noraien Mansor, and Radzuwan Ab Rashid. "The Impact of Metacognitive Strategies on Jordanian EFL Learners’ Writing Performance." International Journal of English Linguistics 8, no. 6 (2018): 328. http://dx.doi.org/10.5539/ijel.v8n6p328.

Full text

Abstract:

One of the most challenging aspects of foreign language learning is writing. Writing is the most demanding and complicated aspect of language system. Writing requires the collective effort of orthographic, graphomotor and other linguistic skills with the inclusion of semantics, syntax, spelling, and writing conventions without being restricted to the aforementioned skills. The Improvement of cognitive psychology, metacognition has drawn the focus of an increasing number of researchers&rsquo; and paved way for recent dimensions on EFL writing, particularly in the aspect of writing achievement. Due to the fact that the method possesses a highly-placed executive aptness which comprises of formulation, supervision, and assessment, this study attempts to investigate the influence of using metacognitive strategies on Jordanian EFL learners&#39; writing performance. Forty four students were randomly selected from secondary school level to partake in experimental control of the study. The researcher made use of the intervention program based on CALLA model of teaching in classroom. The experimental group (EG) received metacognitive strategies-based writing instruction whereas the control group (CG) received only the routine writing instruction (Product Approach). After five weeks of instruction, both groups were post-tested and at the end of program which lasted for twelve weeks, the students carried out another post-test. Data were submitted to the independent Mann-Whitney U test followed by Wilcoxon Signed-Rank test analysis. The results showed that there was a positive effect in the experimental group&#39;s writing performance. The findings of this study have implications for pedagogy as well as for future research.

APA, Harvard, Vancouver, ISO, and other styles

Gok, Tolga. "The General Assessment of Problem Solving Processes and Metacognition in Physics Education." International Journal of Physics & Chemistry Education 2, no. 2 (2010): 110–22. http://dx.doi.org/10.51724/ijpce.v2i2.186.

Full text

Abstract:

Problem solving is one of the primary tools for college and university science instruction. In this study, the review of problem solving and metacognition skills of students was presented. Basically, at the first step, problem solving was defined and then the differences of the experienced and inexperienced problem solvers were considered. Various strategy steps of problem solving reported in the open literature were discussed. Metacognition was introduced as an important part of problem solving process. The research available in the literature indicated that teaching problem solving strategies help students but not sufficient to promote true science expertise. Meta-cognitive skills should be clearly taught to build structured knowledge and develop desirable habits of mind, and to guide students through the stages of cognitive development.

APA, Harvard, Vancouver, ISO, and other styles

Sandi-Urena, Santiago, Melanie Cooper, and Ron Stevens. "Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills." Journal of Chemical Education 89, no. 6 (2012): 700–706. http://dx.doi.org/10.1021/ed1011844.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Pitts, Christine, Ross Anderson, and Michele Haney. "Measures of instruction for creative engagement: Making metacognition, modeling and creative thinking visible." Learning Environments Research 21, no. 1 (2017): 43–59. http://dx.doi.org/10.1007/s10984-017-9238-9.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Phan, Mi Pham Kieu. "The Application of Metacognitive Note-taking Skills in Reading Lessons to EFL College Students." Journal of Effective Teaching in Higher Education 3, no. 1 (2020): 30–49. http://dx.doi.org/10.36021/jethe.v3i1.64.

Full text

Abstract:

Metacognition has been considered as a key element for successful self-regulated learning. However, it seemed foreign to EFL college students. The present study examined students’ changes in metacognitive strategy use in the two conditions: one condition with the intervention of metacognitive note-taking skills (MNT) and one with the conventional teaching approach. Fifty-four students were randomly assigned to an experimental group (n=27) and a control group (n=27). Each group separately took part in a seven-session instruction outside school time, and then took a pretest and a posttest measuring their awareness level of reading strategy use. Nineteen out of the experimental participants individually attended semi-structured interviews, exploring their perceptions of the effect of MNT use while reading. The tests’ results demonstrated that there were significant differences in their recognition of reading strategy use in both conditions. The qualitative findings reported on positive perceptions of the MNT application during reading sessions. Also, the participants showed some difficulties in the application of MNT. This study potentially provides an effective and innovative educational tool to enhance students’ academic learning and their lifelong learning as well.

APA, Harvard, Vancouver, ISO, and other styles

Johnston, Peter H., and Peter N. Winograd. "Passive Failure in Reading." Journal of Reading Behavior 17, no. 4 (1985): 279–301. http://dx.doi.org/10.1080/10862968509547546.

Full text

Abstract:

This paper examines the notion that many of the problems evidenced by poor readers are related to their passive response to the interactive task of reading. An integrative review of research in metacognition, attribution theory, and other related fields supports this notion by emphasizing the roles that appropriate goal-directed intentionality and active participation play in effective reading. Implications for reading instruction are examined and areas in need of research are identified.

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!