Bibliografías temáticas / Student’s metacognition

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Literatura académica sobre el tema "Student’s metacognition"

Autor: Grafiati
Publicado: 23 de junio de 2021
Última modificación: 29 de julio de 2025

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Artículos de revistas sobre el tema "Student’s metacognition"

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Knox, Heather. "Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner." Gifted Child Today 40, no. 1 (2017): 43–47. http://dx.doi.org/10.1177/1076217516675904.

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Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom
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Sasongko, Dimas Femy. "TEACHER STUDENT’S METACOGNITIVE FAILURE WHEN SOLVING SPHERE EQUATION QUESTION AND THEIR SCAFFOLDING." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 12, no. 1 (2023): 778. http://dx.doi.org/10.24127/ajpm.v12i1.6437.

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AbstrakPemecahan masalah adalah inti dari matematika. Untuk menentukan performa pemecahan masalah seseorang, metakognisi sering digunakan. Alih-alih sukses, kegagalan metakognisi dapat terjadi dan perancah diperlukan untuk mencapai solusi yang benar. Tiga partisipan terpilih merupakan mahasiswa Jurusan Pendidikan Matematika UIN Maulana Malik Ibrahim Malang karena performa penyelesaian soal di Tugas 1 yang rendah. Penelitian kualitatif ini bertujuan untuk mendeskripsikan kegagalan metakognitif ketiga partisipan dan perancahnya. Lembar jawaban Tugas 1 dan wawancara berbasis Tugas 1 dari setiap p
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Nida Ayaz, Dr. Muhammad Naeem Butt, and Summiya Ahmad. "Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan." sjesr 3, no. 4 (2020): 239–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(239-246).

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This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw an
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Ihsani, Ulynnuha Aulia, and Tatag Yuli Eko Siswono. "Student’s Metacognition in Solving Mathematical Problem using Chat-GPT." Journal of Mathematical Pedagogy (JoMP) 5, no. 2 (2024): 102–12. http://dx.doi.org/10.26740/jomp.v5n2.p102-112.

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This study aims to understand the metacognition processes of students in solving math problems with the assistance of Chat-GPT using a qualitative method and a case study approach. The research subjects are two eighth-grade students from a junior high school in Surabaya, selected through purposive sampling, with one subject representing successful students and the other representing unsuccessful students in the initial problem-solving test (PST). Data were collected through the initial PST, Chat-GPT-assisted PST, and interviews, then analyzed using metacognitive indicators: planning, monitorin
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Pangestuti, Dini Aji, Rini Rita T. Marpaung, and Neni Hasnunidah. "Pengaruh Discovery Learning terhadap Kesadaran Metakognisi dan Hasil Belajar Peserta Didik." Assimilation: Indonesian Journal of Biology Education 2, no. 2 (2019): 52. http://dx.doi.org/10.17509/aijbe.v2i2.19267.

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This study was conducted to find out the effect of discovery learning on student’s metacognitive awareness and cognitive learning achievement. The population of this research was all of the 11th grade MS (Mathematics and Science Program) students of Sumberejo 1 Senior High School. The research sample were students of 11th MS-1 and MS-3 class taken by cluster random sampling technique. This study was quasi-experimental with Pretest Post-test Non-Equivalent Control Group Design. In this study, student’s metacognitive awareness was measured by using MAI (Metacognitive Awareness Inventory) and SEM
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Darmawan, Ericka, Yuli Brasilita, Siti Zubaidah, and Murni Saptasari. "Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang." Biosfer 11, no. 1 (2018): 48–57. http://dx.doi.org/10.21009/biosferjpb.11-1.5.

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The aim of the research is to know the influence of Simas eric (Skimming, Mind mapping, Questioning, Exploring, Writing, Communicating) cooperative learning model on difference gender on the XIth grade student’s metacognition skills of Biology in State Senior High School 6 Malang. This research was quasi-experimental with non-equivalent pretest posttest control group design. The sample used was XI MIA 1 and XI MIA 2 class of the State Senior High School 6 Malang. The data had been collected by observation of students’s metacognition skills. The data analysed by Anacova techniques showed that S
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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.

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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 ac
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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.

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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, mains
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Feyzioğlu, Eylem Yıldız, Ercan Akpinar, and Nilgün Tatar. "EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY." Journal of Baltic Science Education 17, no. 1 (2018): 43–64. http://dx.doi.org/10.33225/jbse/18.17.43.

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The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data coll
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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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Tesis sobre el tema "Student’s metacognition"

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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse
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Todorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.

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Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, fro
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.

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The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, fru
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Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning." Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.

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The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning. The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students. - Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning. - Monitoring the students’ perceptions of
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the
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RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

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Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.

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Thesis (Ph.D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.

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Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in
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Houston, Caroline Elizabeth Houston. "The effects of metacognitive strategies on math problem solving ability in gifted second grade students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1498767641243318.

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Sendurur, Emine. "Effects Of A Web-based Internet Search Scaffolding Tool On Metacognitive Skills Improvement Of Students With Different Goal Orientations." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614286/index.pdf.

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In this study, the aim was to investigate the effects of the web-based internet search scaffolding tool (WISST) on the improvement of metacognitive skills of 7th grade students associated with their goal orientation. This study utilized a static-group pretest-posttest design. The first experiment group received web-based metacognitive scaffolding tool treatment<br>the second experiment group received teacher-based metacognitive scaffolding<br>and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills
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Libros sobre el tema "Student’s metacognition"

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

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Miele, Anthony. The Effects of Number Theory Study on High School Students' Metacognition and Mathematics Attitudes. [publisher not identified], 2014.

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Sussan, Danielle Lisa. The Effects of a Behavioral Metacognitive Task in High School Biology Students. [publisher not identified], 2012.

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McConnell, Kathleen. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Judith, Moening, and Ryser Gail R, eds. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Capítulos de libros sobre el tema "Student’s metacognition"

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Dewi, Rosmala, Raudah Zaimah Dalimunthe, Utami Nurhafsari, and Hilma Harmen. "BMB3 Strategy Counseling Teaching Materials to Improve Student’s Metacognition Skills." In Advances in Social Science, Education and Humanities Research. Atlantis Press SARL, 2024. http://dx.doi.org/10.2991/978-2-38476-234-7_13.

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Avargil, Shirly, Rea Lavi, and Yehudit Judy Dori. "Students’ Metacognition and Metacognitive Strategies in Science Education." In Cognition, Metacognition, and Culture in STEM Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66659-4_3.

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McGuire, Saundra Yancy, and Stephanie McGuire. "Metacognition." In Teach Students How to Learn. Routledge, 2023. http://dx.doi.org/10.4324/9781003447313-3.

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Mofield, Emily L. "Strategies for Metacognition." In Vertical Differentiation for Gifted, Advanced, and High-Potential Students. Routledge, 2022. http://dx.doi.org/10.4324/9781003293286-9.

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Blair, Rob, Anton O. Tolman, Janine Kremling, and Trevor Morris. "How Promoting Student Metacognition can Reduce Resistance." In Why Students Resist Learning. Routledge, 2023. http://dx.doi.org/10.4324/9781003448747-9.

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

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Zohar, Anat. "Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development." In Metacognition in Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_9.

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McGuire, Saundra Yancy, and Stephanie McGuire. "Metacognitive Learning Strategies at Work." In Teach Students How to Learn. Routledge, 2023. http://dx.doi.org/10.4324/9781003447313-5.

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Grotzer, Tina, and Sarah Mittlefehldt. "The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science." In Metacognition in Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_5.

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Vanderswalmen, Ruth, Joke Vrijders, and Annemie Desoete. "Metacognition and Spelling Performance in College Students." In Trends and Prospects in Metacognition Research. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_17.

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Actas de conferencias sobre el tema "Student’s metacognition"

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Calalb, Mihail. "ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.32.

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A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal
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TOMA, Mariana. "Competența metacognitivă: componente și caracteristici." In "Învățământul superior: tradiţii, valori, perspective", conferinţă ştiinţifică internaţională. Ion Creangă Pedagogical State University, 2022. https://doi.org/10.46727/c.v2.1-2-10-2022.p152-157.

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Metacognitive competence has a particularly important role in the formation of students' personality, as it contributes to the operationalization of the competence to learn to learn, one of the eight European key competences, and is based on the teacher-student relationship. Metacognition can take the form of: metacognitive knowledge, metacognitive experiences, goals, and strategies. During school, students must use various methods for the formation of metacognitive competence, including: knowing how to observe, knowing how to pay attention, knowing how to control their emotions, knowing how t
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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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CALALB, Mihail, and Viorel DABIJA. "Correlation between metacognition, attitude and the academic success of physics students in the 7th grade." In Perspective interdisciplinare asupra predării și învățării științelor = Multidisciplinary Perspectives on Science Teaching and Learning. Ion Creangă Pedagogical State University, 2024. http://dx.doi.org/10.46727/c.25-04-2024.p190-202.

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In the present paper, the correlation between metacognition, attitude and the academic success of 7th grade students in physics is analyzed. For this purpose, the academic success was measured through assessment tests, and attitude and metacognition through a 30-item questionnaire completed by students. The structure of this questionnaire and the statistical analysis of the results of the questioning and the assessment tests are presented. It was obtained that the value of the linear regression coefficient for the correlation between metacognition – academic success is 0.256, attitude – academ
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Parlan, Dr, Suhadi Ibnu, Sri Rahayu, and Dr Suharti. "The Improvement of Metacognition of Chemistry Education Students using Metacognitive Learning Strategy." In 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.46.

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Mostowfi, Sara, Jung Hyup Kim, Ching-yun Yu, et al. "Enhancing Student Learning: The Impact of Continuous Metacognitive Monitoring Feedback in Location-Based Augmented Reality Environments." In 2025 Intelligent Human Systems Integration. AHFE International, 2025. https://doi.org/10.54941/ahfe1005875.

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With the growing need for augmented reality (AR) technology, understanding and optimizing study behaviors in AR learning environments has become crucial. However, one major drawback of AR learning is the absence of effective feedback mechanisms for students. To overcome this challenge, we introduced metacognitive monitoring feedback. Additionally, we created a location-based AR learning environment utilizing a real-time indoor tracking system to further enhance student learning. This study focuses on the positive impact of metacognitive monitoring feedback in a location-based AR learning envir
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TOMA, Mariana. "Teaching strategies for training the metacognitive competence of middle school students for the romanian language and literature subject." In Învățământul superior: tradiţii, valori, perspective. "Ion Creanga" State Pedagogical University, 2023. http://dx.doi.org/10.46727/c.29-30-09-2023.p61-66.

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In order to integrate students into a knowledge-based society, they need to know how to learn. Recent research shows that a student's academic success depends a lot on his own capacity to learn independently and to monitor his own learning activity, and equipping students with various learning strategies starts as early as primary school. Therefore, the school’s mission is the development of the metacognitive competence, and the role of the teacher, in this context, is to guide the student on his road to success.
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Rusyati, Lilit, Nuryani Y. Rustaman, Ari Widodo, and Minsu Ha. "Assessing metacognitive beliefs among science education students based on the metacognition Questionnaire-30 (MCQ-30)." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041768.

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Maček Jerala, Milena. "Kognitiven pristop k motivaciji in učenju pri višješolskih študentih." In Society’s Challenges for Organizational Opportunities: Conference Proceedings. University of Maribor Press, 2022. http://dx.doi.org/10.18690/um.fov.3.2022.38.

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In the article, we focused on the connections between learning or. academic motivation and learning strategies in higher education. In the theoretical part, we explained the basic concepts on the basis of the read literature listed in the bibliography, and in the empirical (research) part, we conducted a survey of students of Higher Vocational College. We used the freely available Questionnaire of Motivation and Learning Strategies, based on a cognitive approach to motivation and learning, which is characterized by emphasizing the intertwining of cognitive and emotional components in learning.
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Čavić, Milan, Milica Pavkov Hrvojević, Milica Beljin Čavić, and Ivana Bogdanović. "Interdisciplinary Approach within Project-Based Learning of University Students." In 1st International Scientific Conference Steam + X Approach in Education: Research, Practice and Perspectives. Faculty of Education in Sombor, University of Novi Sad, 2024. https://doi.org/10.46793/steam-x24.056c.

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In lower elementary school levels, an interdisciplinary approach is implied, but as students progress to higher grades, subjects become more differentiated, even within the realm of natural sciences. This content differentiation is particularly pronounced in university education. The research aimed to investigate the correlations between students’ attitudes toward the applied approach, motivation, and metacognition when implementing an interdisciplinary approach along with modern technology within projectbased learning. A pedagogical experiment was conducted with a sample of 62 first-year stud
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Informes sobre el tema "Student’s metacognition"

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Clancey, William J. The Knowledge Engineer as Student: Metacognitive Bases for Asking Good Questions. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada186995.

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Peters, Vanessa, Deblina Pakhira, Latia White, Rita Fennelly-Atkinson, and Barbara Means. Designing Gateway Statistics and Chemistry Courses for Today’s Students: Case Studies of Postsecondary Course Innovations. Digital Promise, 2022. http://dx.doi.org/10.51388/20.500.12265/162.

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Scholars of teaching and learning examine the impacts of pedagogical decisions on students’ learning and course success. In this report, we describes findings from case studies of eight innovative postsecondary introductory statistics and general chemistry courses that have evidence of improving student completion rates for minoritized and low-income students. The goal of the case studies was to identify the course design elements and pedagogical practices that were implemented by faculty. To identify courses, Digital Promise sought nominations from experts in statistics and chemistry educatio
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Carrasco, Rafael, Marcelo Fontecilla, Elisa De Padua, and Magdalena Flores. SUMMA’s Dialogic Classrooms: Transforming teaching and learning through collaboration. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013450.

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Latin America and the Caribbean are several years behind the learning results of the OECD countries evaluated by PISA. A closer look at educational processes shows an long road ahead towards a pedagogy that better connects with the needs and feelings of students, as well as to respond to the new challenges posed by society. There is a great opportunity offered by an unprecedented body of research evidence suggesting ways to guide and accelerate educational improvement. The existence of meta-analyses of large volumes of research in education makes it possible to identify pedagogical practices w
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