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Relevant bibliographies by topics / Metacognitive teaching and learning strategy

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Academic literature on the topic 'Metacognitive teaching and learning strategy'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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Journal articles on the topic "Metacognitive teaching and learning strategy"

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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.

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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 prete

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Palennari, Muhiddin. "EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES." Journal of Baltic Science Education 15, no. 5 (2016): 617–29. http://dx.doi.org/10.33225/jbse/16.15.617.

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This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching

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Listiana, Lina, Herawati Susilo, Hadi Suwono, and Endang Suarsini. "EMPOWERING STUDENTS’ METACOGNITIVE SKILLS THROUGH NEW TEACHING STRATEGY (GROUP INVESTIGATION INTEGRATED WITH THINK TALK WRITE) IN BIOLOGY CLASSROOM." Journal of Baltic Science Education 15, no. 3 (2016): 391–400. http://dx.doi.org/10.33225/jbse/16.15.391.

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Metacognitive skills play an important role in various students’ cognitive activities. Metacognitive skills can make the students become self-regulated learners. Metacognitive skills in biology teaching can be empowered through the implementation of the appropriate teaching strategies. This research was a quasi-experimental research designed to compare the effect of Group Investigation (GI) strategy, Think Talk Write (TTW), Group Investigation integrated with Think Talk Write (GITTW), and conventional teaching strategy on the students’ metacognitive skills empowerment in biology teaching. Samp

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Welch, Marshall. "The Please Strategy: A Metacognitive Learning Strategy for Improving the Paragraph Writing of Students with Mild Learning Disabilities." Learning Disability Quarterly 15, no. 2 (1992): 119–28. http://dx.doi.org/10.2307/1511013.

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This study investigated the effectiveness of a metacognitive strategy, the PLEASE strategy, for teaching students with learning disabilities to write paragraphs. The investigation examined (a) students' metacognitive knowledge about prewriting planning, composition, revision, and parts of the paragraph; (b) student writing samples; and (c) student attitudes toward writing paragraphs. Results suggest that, compared to the traditional language arts curriculum used with a comparison group, the experimental treatment was significantly more effective in developing the metacognitive abilities of 6th

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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.

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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 o

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Volet, S. E., and C. P. Lund. "Metacognitive Instruction in Introductory Computer Programming: A Better Explanatory Construct for Performance than Traditional Factors." Journal of Educational Computing Research 10, no. 4 (1994): 297–328. http://dx.doi.org/10.2190/9a08-y2q0-6aer-6klq.

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This article examines the effect of metacognitive instruction on students' achievement in introductory programming courses over traditional predictors of performance. Metacognitive instruction was conceptualized as a package, aimed at inducing students to develop a metacognitive strategy relevant for computer programming via interactive teaching. The metacognitive strategy consisted of a five-step planning strategy to guide students' program planning process. The interactive teaching approach involved explicit modeling, coaching and collaborative learning. An experimental field study conducted

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Locatelli, Solange W. "METACOGNITIVE STRATEGIES AND POSSIBILITIES FOR FUTURE RESEARCH." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 16, no. 1 (2019): 4–5. http://dx.doi.org/10.48127/gu-nse/19.16.04.

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Basically, metacognition is composed of two central aspects, “knowledge of cognition and regulation of cognition” (Schraw, 1998, p.113), being the last characteristic, fundamental in the teaching and learning of Sciences, since it is desirable that, from the previous knowledge of the students, the possibility of rethinking it, regulating it and, thus, approaching the scientific concepts. Usually, teachers use metacognitive principles in their classes, but they often do so in an unintentional way, which precisely distinguishes a common metacognitive strategy in which, intentionally, moments for

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Makela, Marnie L., Jacqueline R. Pei, Kimberly A. Kerns, Jennifer V. MacSween, Aamena Kapasi, and Carmen Rasmussen. "Teaching Children With Fetal Alcohol Spectrum Disorder to Use Metacognitive Strategies." Journal of Special Education 53, no. 2 (2019): 119–28. http://dx.doi.org/10.1177/0022466919832371.

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Metacognitive training is an emerging cognitive intervention for children with fetal alcohol spectrum disorder (FASD) that teaches children to think about their thinking and use strategies to improve learning and regulation. We investigated how children with FASD acquired metacognitive strategies during a computerized intervention delivered in a school setting. The number, type, and process of strategy acquisition were recorded for seven children with FASD during the intervention. As an indication of strategy learning, we recorded prompted and spontaneous strategy use over time. Children with

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Zhou, Wei. "A Case Study of Formation of Mandarin-English College Students’ Metacognition." Theory and Practice in Language Studies 6, no. 12 (2016): 22802291. http://dx.doi.org/10.17507/tpls.0612.07.

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The present study provides both quantitative and qualitative analysis of the formation of language learners’ metacognition as the Mandarin-English college students in China. I hypothesized that language learning will be promoted by intervention of course teaching if students are trained to become more aware of and skillful at the use of metacognition strategies and other learning strategies that can be used in the language learning process. 3 of 115 freshmen from department of foreign language in Southwest Petroleum University are chosen to be subjects of the study. The result carries out to e

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Luthfiyyah, Roghibatul, and Laena Kusuma Perdani. "Metacognitive as One of the Strategy in Teaching Reading Comprehension." Academic Journal Perspective : Education, Language, and Literature 1, no. 2 (2018): 134. http://dx.doi.org/10.33603/perspective.v1i2.1621.

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This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. T

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Dissertations / Theses on the topic "Metacognitive teaching and learning strategy"

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

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Ahmad, Ajhar. "The use of metacognitive learning strategies in learning vocabulary among Malaysian university students." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20092.

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La présente étude vise à étudier: (1) les perceptions des élèves à l’égard de l’apprentissage du vocabulaire qui influence le choix et l’utilisation des stratégies (Discovery Study) et (2) déterminer l’effet de l’utilisation de stratégies métacognitives qui étaient intégrées dans les leçons d’apprentissage du vocabulaire utilisées par les étudiants de l’Université de Malaisie pour apprendre le français comme langue étrangère (Main Study). Cette étude comprenait des variables telles que les différences individuelles et les facteurs situationnels et sociaux qui agissent comme facilitateurs et co

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Breed, Elizabeth Alice. "'n Metakognitiewe onderrigleerstrategie vir paarprogrammeerders ter verbetering van kennisproduktiwiteit / Elizabeth Alice Breed." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4367.

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Metacognition in collaborative learning settings is an emerging topic in research on metacognition. This study focused on the development of metacognitive skills during pair programming in order to enhance knowledge productivity. Pair programming entails collaboration between two programmers, each fulfilling a specific role during the execution of the programming task, and has recently been used in educational contexts as a teaching and learning strategy to improve learning in computer programming (DeClue, 2003:49; Preston, 2006b:16). In this study the outcomes of collaborative learning during

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Abu, Zarour Lina, and Dieynaba Diop. "Innocence and experience: Two approaches to teaching reading to L2 learners." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31612.

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Today Swedish society is surrounded by the English language, more so the importance to know how to read English is therefore essential. Students in consequence need the support from teachers to find suitable strategies to master their reading.This degree project’s aim is to find out if teachers use different methods to teach reading, and if so, why. This paper will present the reader with the theories and literature on the definition of reading strategies. Initially, various researchers will be present the two most commonly used strategies, the cognitive and the metacognitive. Although differe

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Shapley, Kelly S. "Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278191/.

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Green, Elizabeth Anne. "Learning Before Teaching: Metacognitive Benefits of Teaching Expectancy." Marietta College / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1389362993.

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Viñes, Gimeno Vicenta. "Grammar learning through strategy training: A classroom study on learning conditionals through metacognitive and cognitive strategy training." Doctoral thesis, Universitat de València, 2002. http://hdl.handle.net/10803/9779.

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SUMARYThe main aim of this doctorate research is to design an instructional model- a macro-grammar strategy- which combines grammar and strategy researchers' contributions to help foreign language learners learn an L2 more autonomously. However, this research is specially motivated by our concern about the poor results which Spanish secondary school students achieve in Spanish schools in their written exams, since passing a written exam to get into university is these students' main objective. The reasons for this failure may be due to an excessively communicative approach and too wi

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Jansiewicz, Eva Mashock. "The Relationship between Executive Functions and Metacognitive Strategy Learning and Application." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/psych_diss/42.

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This project examined whether the executive functions of set maintenance and switching, as assessed by neuropsychological testing, were predictors of set maintenance and switching within a more ecologically valid task that used metacognitive strategies during reading comprehension tasks as a framework for evaluation. Gaze times to key words during reading were used as an indirect measure of strategy use. A few significant relationships were found between set maintenance and set switching on the neuropsychological measures and the strategy learning and application tasks. Participants were more

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Mok, Sui-kei, and 莫瑞祺. "Metacognitive strategy training: an examination of geometrical problem solving in Form Four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956671.

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Anders, Carollynn. "The Effects of a Metacognitive Strategy on the Reading Comprehension of High School History Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/honors/487.

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The purpose of the current study is to add to existing research on the effectiveness of the SRSD RAP strategy on reading comprehension. This study describes a single-subject research design involving professional development in the RAP metacognitive strategy and a teacher’s implementation in her high-school history courses. The study aims to assess the strategy’s effectiveness in the high school general education setting with inclusive instruction and without pull out sessions to learn that strategy. The current study explores RAP strategy research and uses a week-long unit of instruction for

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Books on the topic "Metacognitive teaching and learning strategy"

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Hamaguchi, Patricia McAleer. It's time to listen: Metacognitive activities for improving auditory processing in the classroom. 2nd ed. PRO-ED, 2002.

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Clarke, Judy. Cooperative learning: The jigsaw strategy. Values Education Project, Student and Community Services Department, 1985.

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Great Britain. Department for Education and Employment. Learning and teaching: A strategy for professional development. DfEE, 2001.

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Technology, Queensland University of. Quality in university teaching: Teaching and learning development strategy 1992-1996. Queensland University of Technology, 1991.

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Teaching what can't be taught: The shaman's strategy. Scarecrow Press, 2002.

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

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McDonough, Steven H. Strategy and skill in learning a foreign language. E. Arnold, 1995.

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Isaacson, Rick. The art and strategy of service-learning presentations. 2nd ed. Thomson Wadsworth, 2005.

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Cevallos-Torres, Lorenzo, and Miguel Botto-Tobar. Problem-Based Learning: A Didactic Strategy in the Teaching of System Simulation. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13393-1.

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A, City Elizabeth, ed. Strategy in action: How school systems can support powerful learning and teaching. Harvard Education Press, 2009.

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Book chapters on the topic "Metacognitive teaching and learning strategy"

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Bøhn, Henrik, and Gro-Anita Myklevold. "Exploring Communication Strategy Use and Metacognitive Awareness in the EFL Classroom." In Metacognition in Language Learning and Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351049146-10.

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Major, Claire Howell, Michael S. Harris, and Todd D. Zakrajsek. "Metacognitive Reflection." In Teaching for Learning, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9781003038290-8.

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Goh, Christine C. M., and Larry Vandergrift. "Activities for Metacognitive Instruction." In Teaching and Learning Second Language Listening, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-9.

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Goh, Christine C. M., and Larry Vandergrift. "A Metacognitive Pedagogical Sequence." In Teaching and Learning Second Language Listening, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-8.

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Goh, Christine C. M., and Larry Vandergrift. "A Metacognitive Approach to Listening Instruction." In Teaching and Learning Second Language Listening, 2nd ed. Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-7.

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Chiu, Ming Ming, Karrie A. Jones, and Jennifer L. Jones. "Building on Schoenfeld’s Studies of Metacognitive Control Towards Social Metacognitive Control." In Proficiency and Beliefs in Learning and Teaching Mathematics. SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-299-0_6.

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Vorhölter, Katrin. "Measuring Metacognitive Modelling Competencies." In International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62968-1_15.

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Becker, Shannon R., and Jessica L. Sturm. "Chapter 8. Using metacognitive strategies to induce phase shifts." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/lllt.49.08bec.

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Knospe, Yvonne. "Metacognitive Knowledge about Writing in a Foreign Language." In Metacognition in Language Learning and Teaching. Routledge, 2018. http://dx.doi.org/10.4324/9781351049146-7.

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Minton, David. "Devising a Learning/Teaching Strategy." In Teaching Skills in Further & Adult Education. Macmillan Education UK, 1991. http://dx.doi.org/10.1007/978-1-349-12278-3_16.

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Conference papers on the topic "Metacognitive teaching and learning strategy"

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Okmawati, Mike. "The Role of Metacognitive Strategy in Learning English." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.036.

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Sun, Nian, Yi Xu, Xuehan Qin, Huan Li, Xiaojing Zhao, and Xianchao Wu. "Research on Interactive Teaching Community of Autonomous Learning via Metacognitive Strategy." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.280.

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Stanciu, Adelin. "Development of scientific and practical skills in biology lab works." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p96-99.

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The teaching methods used in biology are meant to develop the spirit of observation and investigation, specific skills and work techniques, arousing motivation and interest in the study of this beautiful discipline. Beyond scientific knowledge, teaching biology also involves the development of practical skills, the metacognitive ability of students, the much-desired competence of „learning how to learn”. The student's metacognitions are largely determined by the teacher's metacognitions and the teaching strategy must be carefully constructed, modern and adapted to students' requirements, wheth

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Charbonneau-Gowdy, Paula Antoinette, and Danisa Thamara Salinas Carvajal. "Cracking the Cocoon: Promoting Self-Directed Lifelong Learning in EFL Pre-service Teachers in Chile Through the Guided Use of Social Media Tools." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5612.

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Abstract While is it an obvious observation that in the 21st century individuals will need to continue to learn to keep pace with the rapid changes that affect their personal and professional lives, the practicalities of doing so are daunting. Where do we begin to instill a sense of self-directed learning that leads to a lifelong pursuit of knowledge and, more importantly, how? The aim of our study was to determine the influence of providing guided support in the use of social media to a group of future EFL teachers in Chile. In this context, where traditional teaching practices and cultural n

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Li, Wei, Yi Xu, Xuehan Qin, et al. "Research on Blending Teaching of Metacognitive Strategy in MOOCS Era." In 2015 International Conference on Social Science, Education Management and Sports Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.445.

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Parlan, Parlan, and Sri Rahayu. "Students’ higher order thinking skills (HOTS) in metacognitive learning strategy." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043150.

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Vivian, R., K. Falkner, and N. Falkner. "Building Consensus: Students' Cognitive and Metacognitive Behaviours during Wiki Construction." In 2013 Learning and Teaching in Computing and Enginering (LaTiCE). IEEE, 2013. http://dx.doi.org/10.1109/latice.2013.22.

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Jingqiu Zhao. "The application of metacognitive strategies into e-learning in English teaching." In 2011 International Conference on e-Education, Entertainment and e-Management (ICEEE). IEEE, 2011. http://dx.doi.org/10.1109/iceeem.2011.6137844.

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Paniagua, William Gil Castro. "COGNITIVE, METACOGNITIVE AND SOCIO-EMOCIONAL STRATEGIES IN UNIVERSITARY STUDENTS." In The 2nd International Conference on Research in Education, Teaching and Learning. Acavent, 2019. http://dx.doi.org/10.33422/2nd-icetl.2019.04.240.

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Jumaat, Nurul Farhana, and Zaidatun Tasir. "Metacognitive Scaffolding to Support Students in Learning Authoring System Subject." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.23.

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Reports on the topic "Metacognitive teaching and learning strategy"

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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.

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Mahat, Marian, and Wesley Imms. Archipelago of Possibilities: Facilitator Guide. University of Melbourne, 2020. http://dx.doi.org/10.46580/124323.

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Archipelago of Possibilities is a strategy and professional development workshop created specifically to help teachers and educators uncover what they hold dear in their teaching practice and discover what they consider most important for a successful practice. This workshop uses travel as a metaphor to guide participants in reflecting on their practice, identifying successful factors for success, examining what is holding them back from achieving their ideal practice, and developing steps to create a future ideal teaching and learning space.

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