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Journal articles on the topic 'Metacognitive guidance'

Author: Grafiati

Published: 4 June 2025

Last updated: 1 August 2025

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1

Sapitri, Alfi, Ely Djulia, and Herbert Sipahutar. "Hubungan Metakognitif, Kemampuan Berpikir Kritis, Bimbingan Orang Tua dan Guru tentang Kesehatan Reproduksi dengan Persepsi Perilaku Seksual Siswa SMA Se-Kota Medan." Jurnal Pendidikan Biologi 7, no. 2 (2018): 117. http://dx.doi.org/10.24114/jpb.v7i2.10625.

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This research intended to identify: (1) Student metacognition about reproduction health, (2) student critical thinking skill about reproduction health; (3) Student perception of sexual behaviour, (4) Parents’ and teachers’ guidance about reproduction health, (5) Teachers’ guidance about reproduction health, (6) The correlation among metacognitive, critical thinking, parents’ and teachers’ guidance about reproduction health into perception of sexual behaviour. This correlation study was conducted at Senior high schools in district Medan, North Sumatra Indonesia at 2013 academic year. Research i

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Tanır, Ahmet Tanır. "Turkish-speaking students' writing performance in German as a foreign language (GFL) and their metacognitive awareness: An online collaborative writing instruction combined with metacognitive guidance." African Educational Research Journal 11, no. 3 (2023): 421–40. http://dx.doi.org/10.30918/aerj.113.23.071.

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The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacogniti

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Zion, Michal, and Hagit Cohen. "Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching." Sustainability 13, no. 4 (2021): 1939. http://dx.doi.org/10.3390/su13041939.

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Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of hea

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El Kassimi, Islam. "Assessing Metacognition: An Overview." Journal of English Language Teaching and Applied Linguistics 7, no. 2 (2025): 222–30. https://doi.org/10.32996/jeltal.2025.7.2.21.

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Metacognition is a complex construct that has been defined in various ways by different scholars, who have divided it into several components. The most well-known categorization comes from Brown (1987), who divided metacognition into two main aspects: knowledge of cognition and regulation of cognition. Knowledge of cognition can further be divided into three types: declarative, procedural, and conditional knowledge. Regulation of cognition includes control and monitoring processes. The assessment of these components has been a topic of debate among scholars, leading to the development of vario

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Komala, Elsa, and Siti Nur Sabila Qintani. "PEMBELAJARAN DENGAN PENDEKATAN METACOGNITIVE GUIDANCE (MG) UNTUK MENINGKATKAN LITERASI MATEMATIS SISWA SMP." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 2 (2017): 155. http://dx.doi.org/10.25134/jes-mat.v3i2.688.

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AbstractTo the effect this research is subject to see the improvement of students' mathematical literacy by using the Metacognitive Guidance (MG) approach, especially the mathematical literacy ability of level 3 and level 4 students. The design of this research is non-equivalent control group design. The experimental class is given by using the Metacognitive Guidance (MG) approach and the control class given the learning with the conventional approach. The population in this study is all students of class VII of one of the Junior High School in Cianjur. The samples were chosen as many as 2 cla

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Suryahadikusumah, Ahmad Rofi, Monalisa Monalisa, Yogi Damai Syaputra, et al. "Metacognitive Skills As A Guidance Curriculum In The Age Of AI." PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling 13, no. 1 (2024): 17–26. https://doi.org/10.12928/psikopedagogia.v13i1.27427.

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The existence of Artificial Intelligence (AI) in educational practice should increase mobility and learning outcomes and improve student learning skills. On the other hand, students see AI as a system that helps them complete practical learning tasks. This condition creates a conflict and a dilemma in using AI in learning. Studies on AI in education recommend metacognitive as an essential ability for students to utilize AI well. The research aims to find the formulation of the metacognitive competencies students need in using AI as content in curriculum guidance. The research method uses the S

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Salim, Salim, Arvyaty Arvyaty, Era Maryanti, and Kadir Kadir. "Persepsi Penggunaan Bahan Ajar Matematika Berpendekatan Metacognitive Guidance Pada Siswa Kelas VIII SMP Negeri 12 Kendari." Jurnal Pendidikan Matematika 10, no. 1 (2019): 124. http://dx.doi.org/10.36709/jpm.v10i1.5650.

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Penelitian ini bertujuan untuk mengetahui persepsi penggunaan bahan ajar matematika berpendekatan metacognitive guidance pada siswa kelas VIII7 SMP Negeri 12 Kendari. Penelitian ini merupakan penelitian deskriptif yang mempersentasekan data hasil penelitian dengan jumlah responden sebanyak 25 orang siswa kelas VIII7 SMP Negeri 12 Kendari. Penelitian ini dilakukan pada semester genap tahun pelajaran 2017/2018. Hasil penelitian ini menunjukkan bahwa persepsi penggunaan bahan ajar matematika berpendekatan metacognitive guidance pada siswa kelas VIII7 SMP Negeri 12 secara keseluruhan menunjukkan b

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Akyüz, Halil İbrahim, Serap Samsa Yetik, and Hafize Keser. "Effects of metacognitive guidance on critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (2015): 133–48. http://dx.doi.org/10.14527/pegegog.2015.007.

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The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking

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Fadhli, Teuku. "Model Pembelajaran Prodigy Berbasis Metakognitif Rekonstruktivisme Kemandirian Belajar Siswa melalui Layanan Bimbingan dan Konseling." Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan 7, no. 1 (2023): 115–22. http://dx.doi.org/10.19109/ghaidan.v7i1.17201.

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The metacognitive-based prodigy learning model in schools aims to develop thinking processes through stimulation of thoughts that do not develop through guidance and counseling services by BK teachers. The importance of students' metacognitive-based Study Program learning models so that students are able to optimally actualize themselves. So the role of the counseling teacher in guidance and counseling services is very influential on students' self-development. Therefore, the prodigy theory approach based on metacognitive reconstructivism in educational settings in schools is very influential

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Arvyaty, Salim, and Maryanti Era. "Teaching Material Mathematics with a Metacognitive Approach Guidance." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 306–10. https://doi.org/10.11591/edulearn.v12i2.7566.

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The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if

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Gumartifa, Asti, Indah Windra Dwie Agustiani, and Febri Aditiya. "DIFFERENCES OF LANGUAGE LEARNING STRATEGIES IN ENGLISH AS A SECOND LANGUAGE CLASSROOM OF SOCIAL COLLAGE STUDENTS." Journal of English Educational Study (JEES) 3, no. 2 (2020): 119–28. http://dx.doi.org/10.31932/jees.v3i2.733.

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Most of the Indonesian students depend on the teachers in learning English. University students do not understand the language learning strategies properly. The purpose of this research is to investigate language learning strategies used by social collage students. The participants were 125 students of economy faculty at the University of Muhammadiyah Palembang. The tool used was a questionnaire of SILL. The data collected were analyzed statistically. The results showed that students were indeed using metacognitive (M=4.11), memory (M=3.88), social (M=3.81), cognitive (M=3.66), affective (M=3.

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Sanagavarapu, Prathyusha. "Cultural Patterns of Metacognitive Guidance in Australian Homes." Journal of Research in Childhood Education 22, no. 3 (2008): 304–15. http://dx.doi.org/10.1080/02568540809594629.

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Arvyaty, Arvyaty, Salim Salim, and Era Maryanti. "Teaching Material Mathematics with a Metacognitive Approach Guidance." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 306. http://dx.doi.org/10.11591/edulearn.v12i2.7566.

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ugli, Urinboev Mukhammadzokhir Iqboljon. "DEVELOPMENT OF METACOGNITIVE ACTIVITIES TO INCREASE STUDENTS' INTEREST IN PHYSICS." International Journal of Pedagogics 4, no. 7 (2024): 84–90. http://dx.doi.org/10.37547/ijp/volume04issue07-16.

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This article is dedicated to exploring ways to increase students' interest in physics through the development of metacognitive activities. The article provides a detailed analysis of the essence of metacognitive approaches and their significance in physics education. It also demonstrates how metacognitive strategies can be applied to enhance students' interest in physics. The experimental and theoretical sections highlight methods for managing the learning process, applying theoretical knowledge in practice, and deepening the understanding of concepts. The article offers guidance for teachers

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Mevarech, Zemira R., Michal Zion, and Tova Michalsky. "Peer-Assisted Learning via Face-to-Face or A-Synchronic Learning Network Embedded With or Without Metacognitive Guidance: Effects on Higher and Lower Achieving Students." Journal of Cognitive Education and Psychology 6, no. 3 (2007): 456–71. http://dx.doi.org/10.1891/194589507787382106.

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The authors describe part of a larger study examining the conditions under which peer-assisted learning implemented in A-synchronic Learning Network (ALN) or Face-to-Face (F2F) supports learning. The present study focuses on the differential effects of these environments, on scientific inquiry skills of higher and lower achieving students. Participants were 407 tenth grade Israeli students who studied biology in 16 classrooms. Within each of the five participating schools, intact classrooms were randomly assigned into one of four conditions: ALN with metacognitive guidance (ALN+META), ALN with

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Nahmias, Erez, and Mina Teicher. "Incorporating a Metacognitive Learning Model to Improve Geometric Thinking in High-School Students." Journal of Education and Learning 10, no. 5 (2021): 102. http://dx.doi.org/10.5539/jel.v10n5p102.

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Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents, and is one of the most important areas taught in school, according to De Risi (2015). Due to the importance of this subject, the challenge facing researchers, mathematicians, and educators is how to improve students&rsquo; abilities and achievements

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Shamir, Adina. "Expanding the Boundaries of Kindergartners’ E-book Reading: Metacognitive Guidance for E-book Support among Young Children at Risk for Learning Disabilities." Teachers College Record: The Voice of Scholarship in Education 119, no. 13 (2017): 1–14. http://dx.doi.org/10.1177/016146811711901315.

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The increasing range and number of electronic books (e-books) available in the children's book market has motivated educators and researchers to investigate how well these platforms can contribute to advancing emergent literacy. Such research has nonetheless been conducted on a much smaller scale in the area of self-regulated learning (SRL) with e-books targeted at young children at risk for learning disabilities. The article discusses recent research conducted with kindergartners 4.5 to 7.0 years old. In the research reported, the 78 participants were randomly divided into three groups of equ

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Khotimah, Khotimah. "Meningkatkan Kemampuan Literasi Matematis dengan Pendekatan Metacognitive Guidance Berbantuan GEOGEBRA." GAUSS: Jurnal Pendidikan Matematika 1, no. 1 (2018): 53. http://dx.doi.org/10.30656/gauss.v1i1.636.

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The purpose of this research was to investigate the effects of Metacognitive Guidance Approach assisted by GeoGebra on mathematical literacy. In particular, the study compares two learning environment: a) conventional learning, and b) metacognitive guidance learning using GeoGebra. This study was carried out on studentâ€Ÿs ability level (low, medium and high ability group), and their competence on mathematical literacy. This research was non equivalent pretest â€“ postest - control group design. The results of data analysis showed that: 1.a) the students who were exposed to MG+GeoGebra outperf

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Camelo González, Martha Judith. "Using metacognitive processes to improve students’ writing quality." Colombian Applied Linguistics Journal 12, no. 1 (2011): 54. http://dx.doi.org/10.14483/22487085.91.

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This research study shows how writing as a school practice can be improved through metacognition using a pedagogical approach to meet students’ interests and promote interaction and team work through pedagogical projects. Written language is approached via real situations of students’ everyday life through the “classroom project” where every activity undertaken has relevance and meaning. It required from the writers the use and management of particular cognitive and metacognitive skills to appropriate the characteristics of each of the texts written. Consequently, the quality of writing increa

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Marjan, Masoodi. "Importance of Promoting Metacognitive Awareness at University." Vocational Training: Research And Realities 29, no. 1 (2018): 3–18. http://dx.doi.org/10.2478/vtrr-2018-0002.

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Abstract The aim of this study is to furnish a reliable theoretical overview on metacognitive awareness. This research is carried out to (1) familiarize the researchers with the definition, components and sub-components of metacognitive awareness (2) discuss a brief outline of metacognitive awareness along with its origin and essence from the point of view of its historical development (3) link metacognitive awareness to a number of other constructs, including motivation (4) illustrate the features of self-regulated students and their recruited metacognitive strategies and (5) briefly examine

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Kramarski, Bracha. "Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance." Metacognition and Learning 3, no. 2 (2008): 83–99. http://dx.doi.org/10.1007/s11409-008-9020-6.

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Andriani, Erina, and Concilianus Laos Mbato. "Male and female Indonesian EFL undergraduate students’ metacognitive strategies in academic reading: planning, monitoring and evaluation strategies." Journal on English as a Foreign Language 11, no. 2 (2021): 275–96. http://dx.doi.org/10.23971/jefl.v11i2.3006.

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Metacognitive strategies have been investigated as helping tools for students’ reading comprehension, but their use may vary between males and females. Though gender is an essential factor in language learning, few studies highlighted the influence of gender on the metacognitive reading strategy use by Indonesian students. To fill in the gap, this study investigated the use of metacognitive strategies during academic reading from a gender perspective. A mixed-method was adopted, with open-ended and close-ended questionnaires and a semi-structured interview used to gather the data. From the qua

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Hendriana, Heris, Wahyu Setiawan, and Usman Aripin. "The Effectiveness of Geogebra’s Metacognitive Guidance to Develop Critical Thinking Skills." International Journal on Emerging Mathematics Education 3, no. 2 (2020): 129. http://dx.doi.org/10.12928/ijeme.v3i2.13806.

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Salim, Nur Shahira Mohd, Fatimah Az-Zahrah Zulmaidi, Nur Syazwani Nasir, Abhirahmih Rajan, Nor Irnahanis Sofia Ismail, and Harwati Hashim. "Metacognitive Strategies for English Proficiency: A Study on Primary School Learners’ Self-Regulated Learning." International Journal of Research and Innovation in Social Science IX, no. VI (2025): 1041–57. https://doi.org/10.47772/ijriss.2025.90600083.

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Metacognitive strategies help learners regulate their language learning by planning, monitoring, and evaluating their progress. However, young learners often lack the metacognitive awareness needed to apply these strategies effectively, which may hinder their English proficiency. This study examined how primary school pupils used metacognitive strategies in reading, writing, listening, and speaking. A basic qualitative research design was utilised, using semi-structured interviews with 30 purposely selected pupils aged 10 to 12 from two national primary schools in Malaysia. Participants were c

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Jelić, Mila. "Functions of structural components in textbooks mathematics motivation for learning and metacognitive guidance." Metodicka praksa 23, no. 2 (2020): 159–68. http://dx.doi.org/10.5937/metpra2002159j.

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Mathematics textbooks have a long history while the study of mathematics textbooks has been developing. The aim of this paper is an overview of the general theoretical and methodological frames of mathematics textbook research. From a theoretical perspective, the sociocultural theory of development and education has gained attention in mathematics textbook research and in that theory textbooks are seen as a cultural-supportive tool. The focus is put on the concretization of cultural-supportive tools in mathematics textbooks through structural components with the function of learning motivation

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Bakar, Mohamad Ariffin Abu, and Norulhuda Ismail. "CONCEPT OF METACOGNITIVE ONLINE DISCUSSION MODEL FOR ONLINE TEACHING TO ENHANCE STUDENTS’ ENGAGEMENT AND MASTERY DURING CORONAVIRUS OUTBREAKS." Asia Proceedings of Social Sciences 6, no. 1 (2020): 61–64. http://dx.doi.org/10.31580/apss.v6i1.1248.

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This concept paper discusses the design and development of metacognitive online discussion learning models to create active learning and ensure that students master mathematics contents during outbreaks online teaching sessions. The model aims to provide teachers with guidance and reference to produce a simple and effective online teaching to address the problems limitations of internet networks, applications, equipment and motivations of teachers and students during outbreaks. In addition to maintaining motivation, engagement, fun and effective to the students’ mastery of mathematics concepts

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Jamilah, Jamilah, Sringayomi Sringayomi, and Feri Haryati. "The Development of Mental Health Learning Materials Using The Metacognitive Approach in Counseling Guidance Study Programme in FKIP UMSU." International Journal for Educational and Vocational Studies 1, no. 1 (2019): 62. http://dx.doi.org/10.29103/ijevs.v1i1.1484.

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This research aims to develop learning materials for mental health which be designed by Metacognitive approach. The development model of learning materials using Research and Development (R & D) methods who be developed by Borg and Gall and be combined with teaching development model Dick and Carey. The population for the product trials are UMSU students majoring in counseling guidance study programme. The instrument which be used is questionnaire . This products trials have three steps including personal gruops, small gruops and the field. Before products trials, the researcher does the e

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Guterman, Eva. "Toward dynamic assessment of reading: applying metacognitive awareness guidance to reading assessment tasks." Journal of Research in Reading 25, no. 3 (2002): 283–98. http://dx.doi.org/10.1111/1467-9817.00176.

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Guterman, E. "Integrating written metacognitive awareness guidance as a ‘psychological tool’ to improve student performance." Learning and Instruction 13, no. 6 (2003): 633–51. http://dx.doi.org/10.1016/s0959-4752(02)00070-1.

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Septiningrum, Kartika Ayu, Siti Tarwiyah, and Siti Mariam. "A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang)." Vision: Journal for Language and Foreign Language Learning 7, no. 1 (2018): 66. http://dx.doi.org/10.21580/vjv7i12805.

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Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in

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Yuniarti, Farikhah, and Budi Astuti. "Development of Tutoring E-Modules Through Metacognitive Strategies to Improve Self-Regulated Learning for Junior High School Students." AL-ISHLAH: Jurnal Pendidikan 14, no. 3 (2022): 2657–76. http://dx.doi.org/10.35445/alishlah.v14i3.1327.

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Education is a business or activity operated intentionally, regularly, and planned to develop desired behavior. This study aims to (1) produce a metacognitive strategy e-module that can improve junior high school students' self-regulated learning, (2) produce an appropriate metacognitive strategy e-module to improve junior high school students' self-regulated learning, (3) examine the effectiveness of using e-media media. This research is a Research and Development (RD) research using the five states of ADDIE model such as analysis, design, development, implementation, and evaluation. This stu

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Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.

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Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental

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YETİK, Serap SAMSA. "The Effects of Metacognitive Guidance on Self-Regulation Skill in Online SelfRegulated Learning Environment." Cumhuriyet International Journal of Education 6, no. 1 (2017): 107–22. http://dx.doi.org/10.30703/cije.321444.

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Hsu, Ying-Shao, and Shu-Sheng Lin. "Prompting students to make socioscientific decisions: embedding metacognitive guidance in an e-learning environment." International Journal of Science Education 39, no. 7 (2017): 964–79. http://dx.doi.org/10.1080/09500693.2017.1312036.

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Tzimas, Dimitrios E., and Stavros N. Demetriadis. "Impact of Learning Analytics Guidance on Student Self-Regulated Learning Skills, Performance, and Satisfaction: A Mixed Methods Study." Education Sciences 14, no. 1 (2024): 92. http://dx.doi.org/10.3390/educsci14010092.

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Learning analytics (LA) involves collecting, processing, and visualizing big data to help teachers optimize learning conditions. Despite its contributions, LA has not yet been able to meet teachers’ needs because it does not provide sufficient actionable insights that emphasize more on analytics and less on learning. Our work uses specific analytics for student guidance to evaluate an instructional design that focuses on LA agency between teachers and students. The research goal is to investigate whether the minimal and strong guidance provided by the LA learning approach has the same impact o

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Pang, Yifan, Harwati Hashim, and Nur Ehsan Mohd Said. "Exploration on the use of learning strategies in writing for English major students." Nurture 18, no. 4 (2024): 816–30. http://dx.doi.org/10.55951/nurture.v18i4.861.

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Purpose: This study delves into the intricacies of writing learning strategies and systematically assesses their use. Design/ Methodology/ Approach: Certainly! Here’s the proofread version of your text: By using quantitative methods, which include systematic questionnaires and CET-6 tests (CET stands for “College English Test,” a standardized English proficiency exam in China), this study collected a large amount of data to gain an in-depth understanding of the overall use of writing learning strategies. The study also examined the use of these strategies in colleges and universities at differ

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Guerrero, Borja. "Link between Learning Strategies and Educational Guidance Needs – A Pilot Study with New Students at UNED." EDEN Conference Proceedings, no. 1 (September 21, 2021): 30–37. http://dx.doi.org/10.38069/edenconf-2021-ac0003.

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In institutions such as the National University of Distance Education (UNED), where students must take a leading role in their own learning processes in order to be academically successful, the learning strategies, understood as a series of cognitive, metacognitive, motivational, self-regulation, emotional and support aspects, take on maximum importance. In order to establish relationships between learning strategies and the educational guidance needs of new students at the UNED, a pilot study was carried out with students of the Degree in Psychology in March 2021, who responded to the CEVEAPE

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Ragnefors, Peter. "Gymnasieelevers anteckningspraktiker." Nordisk Tidskrift för Allmän Didaktik 6, no. 1 (2020): 24–43. http://dx.doi.org/10.57126/noad.v6i1.6679.

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Studies have shown that lecture note-taking is very effective for students’ learning. Research on Swedish pupils, however, is scant. The aim of the present study was to explore note-taking practices in Swedish upper secondary school and examine whether the school supports students in their practice. A survey with both closed-ended and open-ended questions was administered to 120 pupils from two schools in Västra Götaland County. Most pupils reported taking notes during lectures and doing so for mainly two reasons: to learn the material and to study the notes for future exams. However, only 15

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Atmatzidou, Soumela, Stavros Demetriadis, and Panagiota Nika. "How Does the Degree of Guidance Support Students’ Metacognitive and Problem Solving Skills in Educational Robotics?" Journal of Science Education and Technology 27, no. 1 (2017): 70–85. http://dx.doi.org/10.1007/s10956-017-9709-x.

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Cohen, Hagit, and Michal Zion. "Water is the taste of life – the contribution of metacognitive guidance to drinking-related nutritional literacy." Science Education International 31, no. 1 (2020): 84–91. http://dx.doi.org/10.33828/sei.v31.i1.9.

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Çakar Özkan, Esra. "Scaffolding as Teachers’ Guidance Role in the Context of Constructivist Learning Approach." Journal of Educational Issues 8, no. 1 (2022): 399. http://dx.doi.org/10.5296/jei.v8i1.19690.

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This research aims to determine teachers’ opinions about guidance roles in the constructivist teaching-learning process, the meanings they place on guidance role and the types of scaffolding they use. Phenomenological design (phenomenology), one of the qualitative research methods, was used in the study, and teacher’s guidance role/scaffolding was determined as the phenomenon of the study. The research was conducted with 15 teachers from different branches working in Burdur in the academic year of 2021-2022. A semi-structured interview form developed by the researcher was used as a data collec

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Hine, Alison, and Linda Newman. "Empowering Young Children's Thinking: The Role of the Early Childhood Educator." Australasian Journal of Early Childhood 21, no. 4 (1996): 39–45. http://dx.doi.org/10.1177/183693919602100408.

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The purpose of this preliminary investigative paper is to describe how the implications of recent research into young children's thinking has influenced teacher educators at the University of Western Sydney, Nepean (UWS, Nepean) to provide experiential learning and guidance to preservice early childhood educators on how to establish environments that stimulate curiosity and promote thinking. By teaching preservice early childhood educators to analyse, think rationally and creatively, problem-solve and reason, we can foster a better educated tertiary student whose thinking skills will be more e

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Adler, Idit, Michal Zion, and Zemira R. Mevarech. "The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students' expressions of environmental literacy." Journal of Research in Science Teaching 53, no. 4 (2015): 620–63. http://dx.doi.org/10.1002/tea.21272.

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Dheer, Ratan J. S., and Tomasz Lenartowicz. "Multiculturalism and Entrepreneurial Intentions: Understanding the Mediating Role of Cognitions." Entrepreneurship Theory and Practice 42, no. 3 (2018): 426–66. http://dx.doi.org/10.1111/etap.12260.

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Biculturals, or people who identify with two or more cultures, are said to play an important role in economic development by starting new ventures. However, little research has theorized or analyzed the factors that influence their propensity to do so. Based on an identity integrationist perspective, we contribute to filling this gap. We hypothesize that identity integration is a critical factor that influences entrepreneurial intentions of bicultural individuals. In addition, we hypothesize that cognitive and metacognitive cultural intelligence mediate this relationship. Empirical analyses ba

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Wu, Shang. "Cultivation of College Students’ Self-Regulating Capacity in a Blended Learning Environment." Yixin Publisher 1, no. 5 (2023): 31–37. http://dx.doi.org/10.59825/jet.2023.1.5.31.

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This research, on the basis of Winne and Hadwin’s 4-phase model of self-regulated learning, intends to explore whether learners can promote their self-regulating capacity under the teacher’s guidance on metacognitive monitoring. Structured self-report is adopted as an intervention method to guide learners to implement pre-learning task analysis and goal setting as well as post-learning self-monitoring and retrospection. It has been discovered that this method may promote learners’ self-regulating capacity, but the stability of the effects calls for further validation through longer-term experi

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Et. al., Aminah Binti Mat Yusoff,. "Metacognitives And Morals: The Qur'an As A Guide." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 4 (2021): 659–64. http://dx.doi.org/10.17762/turcomat.v12i4.550.

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Education is one of the main mediums that support towards generating a paradigm shift of each individual, excelling in many aspects that include spiritual, emotional and physical aspects. It is undeniable that the Education sector is growing rapidly in increasing access, equity and quality in Education today. Cooperation from all parties will provide a bright opportunity to develop the generation that will lead the country in the future. Efforts to restore the morals of children and guide them to the right path based on the guidance from the Qur'an should start from the beginning of birth unti

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Kim, Dongho, and Cheolil Lim. "Promoting socially shared metacognitive regulation in collaborative project-based learning: a framework for the design of structured guidance." Teaching in Higher Education 23, no. 2 (2017): 194–211. http://dx.doi.org/10.1080/13562517.2017.1379484.

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Runnel, Maria Isabel, Margus Pedaste, and Äli Leijen. "MODEL FOR GUIDING REFLECTION IN THE CONTEXT OF INQUIRY-BASED SCIENCE EDUCATION." Journal of Baltic Science Education 12, no. 1 (2013): 107–18. http://dx.doi.org/10.33225/jbse/13.12.107.

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Only a limited number of studies have focused on guiding students’ reflection in the context of inquiry learning in science education. In this study, a review of literature about reflection, reflection skills, and reflection levels was conducted in order to develop a new model for guided reflection in the context of science education using the advantages of technology-enhanced learning. The outcomes of the literature review suggest that in the context of science education reflection should be seen as a metacognitive activity that supports the integration of theory and one’s own experiences to

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Xie, Yanan, Bing Bai, and Yunpeng Zhao. "Variation Factors and Dynamic Modeling Analysis of Tennis Players’ Competitive Ability Based on Big Data Mining Algorithm." Journal of Sensors 2022 (July 9, 2022): 1–8. http://dx.doi.org/10.1155/2022/3880527.

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In order to fully tap the potential of tennis players, speed, strength, and endurance are further improved in physical factors. Improve the overall competitiveness of tennis to a higher level and further improve the scientific level of tennis training. This paper truly reflects the adaptability of athletes’ functional state to training load. At the same time, the data mining algorithm is used to analyze the correlation between athletes and athletes in the application of techniques and tactics. The results show that timely adjustment of training plan and training load can provide a scientific a

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Μαυρογιάννη (Mavrogianni), Αριστέα (Aristea) Γεωργίου, Ελένη (Eleni) Βασιλάκη (Vasilaki), Ιωάννης (Ioannis) Σπαντιδάκης (Spantidakis), Απόστολος (Apostolos) Σαρρής (Sarris), Ελένη (Eleni) Παπαδάκη Μιχαηλίδη (Papadaki Michailidi), and Εμμανουήλ (Emmanuel) Γιαχνάκης (Yachnakis). "Narrative Pedagogical Agents to Enhance Reading Strategies in Geo-Histor Multimedia Learning Environment." Διεθνές Συνέδριο για την Ανοικτή & εξ Αποστάσεως Εκπαίδευση 10, no. 1A (2019): 197. http://dx.doi.org/10.12681/icodl.2344.

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This study focuses on the design and implementation of three narrative pedagogical agents, which act as descending guidance assistants for adolescent student-users of the Geo-Histor multimedia learning environment. The goal of creating and using pedagogical agents was to empower students to use strategies before, during, and after reading. The pedagogical agents that emerged from the bibliographic inquiry and students' choices were anthropomorphic, cheerful and attractive animations, with real human voice, discussing with humor and representing real-life peer grouping. Agents provide declining

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