Bibliografias temáticas / Student’s metacognition

Literatura científica selecionada sobre o tema "Student’s metacognition"

Autor: Grafiati
Publicado: 23 de junho de 2021
Última modificação: 6 de fevereiro de 2022

Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos

Selecione um tipo de fonte:

Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Student’s metacognition".

Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.

Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.

Índice

  1. Artigos de revistas
  2. Teses / dissertações
  3. Livros
  4. Capítulos de livros
  5. Trabalhos de conferências
  6. Relatórios de organizações

Artigos de revistas sobre o assunto "Student’s metacognition":

1

Knox, Heather. "Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner". Gifted Child Today 40, n.º 1 (janeiro de 2017): 43–47. http://dx.doi.org/10.1177/1076217516675904.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 can help students by clarifying their thought process while further developing content knowledge. Implementing writing can lead to increased understanding of the problem, identification of additional strategies that can be used to solve the problem, and reflective thinking during the problem-solving process. Reflective writing in mathematics can help students evaluate solution strategies and identify strengths and areas of improvement in their mathematical understanding.
2

Nida Ayaz, Dr. Muhammad Naeem Butt e Summiya Ahmad. "Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan". sjesr 3, n.º 4 (25 de dezembro de 2020): 239–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(239-246).

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 and Dennison (1994), CGPA of the students, and self-developed objective type subject test. Descriptive Statistics & statistical tests (Chi-square & Linear Regression) were applied for data analyses. The results showed that metacognitive awareness had significant effect on student’s academic achievement (CGPA) in Department of English whereas it was found to be insignificant in Department of Mathematics. The study recommends an introductory course on Educational Psychology, which cater the metacognitive needs of the students. Moreover, research studies are recommended in the subjects except English and Mathematics. The cultural difference of the students, teachers, and locality of the universities might be taken care of future perspective of researchers.
3

Pangestuti, Dini Aji, Rini Rita T. Marpaung e Neni Hasnunidah. "Pengaruh Discovery Learning terhadap Kesadaran Metakognisi dan Hasil Belajar Peserta Didik". Assimilation: Indonesian Journal of Biology Education 2, n.º 2 (30 de setembro de 2019): 52. http://dx.doi.org/10.17509/aijbe.v2i2.19267.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 SEMLI-S (Self-Efficacy and Metacognition Learning Inventory—Science). Meanwhile, student’s cognitive learning achievement was measured by using cognitive test. The data were analyzed statistically by independent sample t-test respectively at 5% significance level. The results showed that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement with significant value of each were 0,000. Through this research, we found that the discovery learning model significantly influenced student’s metacognitive awareness and cognitive learning achievement rather than discussion method.
4

Darmawan, Ericka, Yuli Brasilita, Siti Zubaidah e Murni Saptasari. "Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang". Biosfer 11, n.º 1 (3 de abril de 2018): 48–57. http://dx.doi.org/10.21009/biosferjpb.11-1.5.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 Simas eric learning model on difference gender effect on the XIth grade student’s metacognition skills in State Senior High School 6 Malang. The result of the research showed that Simas eric learning model influenced the XIth grade student’s metacognition skills, the difference gender and interaction of learning model and gender did not influence student’s metacognition skills.
5

Engen, Thor Ola. "How metacognition and (reading) strategies develop according to Vygotsky". Problemy Wczesnej Edukacji 42, n.º 3 (30 de setembro de 2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.42.04.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading.
6

Antonio, Ronilo, e Maricar Prudente. "Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis". International Journal on Studies in Education 4, n.º 1 (18 de abril de 2021): 43–54. http://dx.doi.org/10.46328/ijonse.50.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individual studies are mostly found to be integrated with ICT mainly metacognitive prompts; other practices were student-led metacognitive discussions, concept mapping, metacognitive writing, and metacognitive practice and training. This result establishes the effectiveness of the use and integration of different metacognitive strategies to improve student learning. Thus, science teachers must be equipped with pedagogical knowledge on the implementation and integration of metacognition in classroom instruction.
7

Feyzioğlu, Eylem Yıldız, Ercan Akpinar e Nilgün Tatar. "EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY". Journal of Baltic Science Education 17, n.º 1 (20 de fevereiro de 2018): 43–64. http://dx.doi.org/10.33225/jbse/18.17.43.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms. Keywords: metacognition prompt, science teaching, technology-enhanced learning.
8

Sapitri, Alfi, Ely Djulia e 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, n.º 2 (13 de setembro de 2018): 117. http://dx.doi.org/10.24114/jpb.v7i2.10625.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 instruments consist of metacognitive knowledge, metacognitive skill, critical thinking, parents’ and teachers’ guidance, and student perception of sexual behaviour that had been tested for validation, reliability, differential index and difficulty level. Data were analyzed through applied correlation analysis by using SPSS 21.0 for windows. The result of this study indicated that: (1) student metacognitive knowledge are moderately categorized as urban and rural while metacognitive skill are highly categorized for urban and rural; (2)student’s critical thinking are classified as moderate in urban and rural; (3) the student’s perception of sexual behaviour are moderate urban and rural;(4) parents’ guidance contributed moderately in urban and rural; (5) teachers’ guidance contributed moderately in urban and lowly in rural; (6) there is significant correlation between student perception of sexual behaviour and metacognition, critical thinking skill, parents’ and teachers’ guidance about reproduction health with Sig 0,049 < 0,05.
9

Плющ В. М., Бохан Ю. В. e Форостовська Т. О. "СТРАТЕГІЇ МЕТАКОГНІТІВНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН". World Science 3, n.º 8(36) (30 de agosto de 2018): 24–28. http://dx.doi.org/10.31435/rsglobal_ws/30082018/6074.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
The article discusses studies of the student’s metacognition. The scientific approaches which are characterized reflect the problem of the research. The article attempts to define the place of the students in the pedagogical process and to identify the role of metakognitsy as a factor of success in vocational training.Metacognitive knowledge, covering knowledge of a subject, knowledge about the subject and about its cognition, about oneself and once own development in this process, is the most effective with relation to cognitive and personal development of a student.The paper states that the formation of metacognitive skills in future teacher’s does not occur spontaneously, but requires the specific program - metacognitive training. Conclusion is made that the development of metacognitive abilities of students in the learning process provides control and prediction of their intellectual and creative activity. It is assumed that entering metacognitive stance will allow students to overcome the difficulties of their development and manage their own resources.
10

Rokhima, Nur, e Harina Fitriyani. "STUDENT’S METACOGNITION: DO INTRAPERSONAL INTELLIGENT MAKE ANY DIFFERENCE?" Mosharafa: Jurnal Pendidikan Matematika 7, n.º 2 (31 de maio de 2018): 167–78. http://dx.doi.org/10.31980/mosharafa.v7i2.36.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
AbstrakMetakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pemecahan masalah matematika (TPMM) dan wawancara. Data dianalisis dengan menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek yang memiliki kecerdasan intrapersonal tinggi dalam menyelesaikan masalah matematika melakukan perencanaan, pengamatan, dan evaluasi kegiatan di setiap tahap polya. Subyek intelijen interpersonal rata-rata berada di tahap memahami masalah, mengatur dan menerapkan rencana pemecahan masalah. Mereka telah melakukan semua kegiatan metakognitif, tetapi tidak melakukan perencanaan, mengamati, dan mengevaluasi kegiatan di tahap crosschecking. Subjek kecerdasan intrapersonal rendah berada di tahap memahami masalah, perencanaan, pengamatan, dan evaluasi. Namun, dalam mengatur penyelesaian masalah, mereka hanya melakukan perencanaan dan pengamatan tanpa mengevaluasi. Dalam tahap menerapkan rencana pemecahan masalah, mereka hanya melakukan perencanaan tanpa mengamati dan mengevaluasi. Selain itu, mereka tidak melakukan kegiatan metakognitif dalam tahap evaluasi. AbstractMetacognition is the awareness of someone about his thinking process in order to plan, observe, and evaluate. Besides, the student’s intelligence has an important role to accomplish the problem. The objective of this research is to know the students’ metacognitive process in order to accomplish mathematic problem reviewed from their intrapersonal intelligence. This research used descriptive qualitative approach. The subject consists of three kinds of students who have high, average, and low intrapersonal intelligence. The instruments are questionnaire, mathematic problem solving test (TPMM) and interview. The data were analyzed by using reduction of data, presentation of data, and conclusion. The result showed that the subject who has high intrapersonal intelligence in accomplishing the mathematic problem did planning, observing, and evaluating activities in every polya stage. The average interpersonal intelligence subject was in the stage of understanding the problem, arranging and implementing the problem solving plan. They had done all metacognitive activities, but did not do planning, observing, and evaluating activities in the crosschecking stage. The low intrapersonal intelligence subject was in the stage of understanding the problem, planning, observing, and evaluating. However, in arranging the problem solving, they only did planning and observing without evaluating. In the stage of implementing the problem solving plan, they only did the planning without observing and evaluating. In addition, they did not do metacognitive activities in the evaluation stage.
Mais fontes
Você também pode estar interessado nas extensas listas de trabalhos sobre o assunto "Student’s metacognition":
Artigos de revistas Teses / dissertações Livros

Teses / dissertações sobre o assunto "Student’s metacognition":

1

Sulieman, Nidal, e 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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 assessment in relation with the school subjects and particularly with English as a Foreign Language. The data was collected by exploring different electronic websites. The results of this literature review show that teachers' knowledge of the formative assessment has significant influencing factors on their practices and on supporting students’ metacognition; however, the implementation of formative assessment continues to be hazy.
2

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.
3

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.
4

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 think-aloud method of data collection to investigate metacognitive skills in monitoring comprehension while reading a text. The dependent variables were an index of metacognitive knowledge, the percentage of metacognitive statements made, the number of errors detected, and a comprehension score. A measure of prior knowledge was used as a covariate.
The subjects were 48 boys, drawn equally from both the elementary and high school grade levels, who had been identified by their respective school systems as being gifted, learning-disabled gifted, average-achieving, or learning-disabled. The design incorporated two levels of giftedness (gifted or not gifted) and two levels of learning disability (learning-disabled or not learning-disabled) at two grade levels (elementary and high school). Results of the multivariate analysis of covariance revealed a main effect for giftedness, indicating that the subjects identified as gifted performed significantly better than did the nongifted subjects. This result, coupled with the lack of gifted-by-learning disabilities interaction, showed that the learning-disabled gifted subjects performed more like their gifted than their nongifted peers on the four dependent variables. There was also a main effect for grade, with the subjects at the high school level performing better on the dependent variables than the subjects in the elementary grade level. Finally, a grade-by-gifted interaction was revealed, which an examination of the univariate analyses of variance indicated was most likely due to a ceiling effect on the measures of metacognitive knowledge and comprehension.
These results support the hypotheses that giftedness is related to the use of metacognitive skills in a comprehension-monitoring task, and that the learning-disabled gifted subjects perform characteristically like their gifted peers with respect to their use of metacognitive knowledge and skills.
5

RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS". University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
Thesis (Ph.D.)--George Mason University, 2007.
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.
7

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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 which the study took place. The study spanned three departments in the College, namely Kindergarten, Special Education, and Art Education. The study employs an interpretive research approach and case study methodology to gather this rich understanding of lecturers’ and students’ perceptions. Data were collected from twelve lecturers and twelve undergraduate students through a combination of lecture room observations, semi-structured interviews, and group interviews. The most significant finding emerging from this study is the lack of lecturer participants’ knowledge regarding metacognition generally. My study found that skills such as planning, monitoring, and evaluating skills were sometimes present in their teaching, but were not used to engage students in thinking metacognitively or developing their own metacognitive abilities. I found that metacognition was not present consistently or intentionally in lecture rooms. The findings further exposed some obstacles which could inhibit the promotion of metacognition in higher education in KSA. For example, traditional methods of rote learning were shown to discourage metacognitive thinking. Large student numbers and lecturers’ lack of time could prohibit lecturers from investing in teaching metacognitive skills to their students. Students’ apathy towards anything other than memorising facts to pass examinations and acquire grades could also demotivate them to learn valuable skills like metacognition without comprehensive changes to educational norms. The study identified multiple ways in which metacognition could be promoted in higher education in KSA. For example, diversifying teaching practices to include more active learning methods such as discussion and questioning would be more effective than the current prevalent method of lecturing and learning by memorising. Lecturers could role-model metacognitive skills to their students by incorporating metacognition into their own practice, and thus incorporate it into existing courses. Students could be motivated to develop metacognitive skills by discovering the benefits to them of metacognition on both their academic success and their future careers. The study’s findings supported the importance of including metacognition in higher education and advocating it to students as a valuable skill. Thus, there is a need to establish mechanisms or frameworks for integrating metacognition into higher education in KSA, and communities of practice which support the development of metacognitive skills among lecturers and student teachers who will be the teachers of tomorrow. I therefore offer a model with recommendations for practical uptake to expedite this, and support it with this study's evidence.
8

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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
the second experiment group received teacher-based metacognitive scaffolding
and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills improvement. Three main instruments were used to gather data: metacognition inventory for Internet search (MIIS), patterns of adaptive learning scale (PALS), and achievement test. 76 7th grade elementary school students in Ankara, Turkey participated in this study. The data gathered from the participants were analyzed through quantitative and qualitative data analysis methods. The results of the study indicated that WISST tool helped students improve certain metacognitive skills including monitoring, planning, controlling, and strategy generation. Its unique effectiveness was on the improvement of controlling skills. Teacher scaffolding group was also successful in improvement of strategy generation skills. No effects of goal orientations on the improvement of metacognitive skills were found in the analyses. Within hierarchical regression models, only pre-MIIS scores significantly contributed to the model. Students having less improved metacognitive skills were found associated with less trials and less visits. Students having poor performance work grades were tended to copy-paste more, try less, and visit less. Task difficulty and task type was observed to influence the search patterns of students. Search patterns and reflections also indicated that scaffolded groups made positive difference in search patterns.
10

Accetturo, Christine M. "A scale for the measurement of metacognitive reading awareness in developmental college students". Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019470.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
Scale titled the Metacognitive Reading Measure (MRM) based on Index of Reading Awareness (IRA) by Jacobs and Paris (1987) with adaptations made by the researcher was developed and evaluated for this study to measure metacognitive reading awareness in developmental college students. Procedure for scale development outlined by DeVellis (1991) was followed. The readability, reliability, and validity of the instrument were investigated.MRM scores from 287 undergraduate, developmental college student subjects enrolled in college reading or study skills courses at a medium sized Midwestern university were used. Student reactions from pilot testing, evaluations from reading specialists, and readability estimates were used to assess suitability and content validity.Reliability investigations showed the scale has internal reliability (( = .79) and test-retest correlations demonstrated reliability over time (r = .75).MRM could be read independently by developmental college students because the Homan-Hewitt, Fry, and Raygor methods of estimating readability yielded results within the sixth to eighth grade reading levels.MRM had content validity based on opinions of five reading specialists and links to current literature. MRM had limited concurrent validity with self awareness of study skills of information processing (r = +.38, p =.000) and selecting main ideas (r = +.40, p = .000). MRM had weak concurrent validity with general verbal skills as measured by SAT Verbal test (r = +.26, p= .000), and no concurrent validity with reading comprehension achievement from the Nelson Denny Reading Test (r =+.04, p = .76).Results of exploratory factor analysis indicated a three-factor solution with subscales for beneficial reading behaviors, negative reading behaviors, and text factors effecting reading comprehension, not four categories of metacognition from the Flavell (1978) and Jacobs and Paris (1987) definitions which were used for this study. The arrangement of items into the three factors suggests an alternative direction for the definition of metacognition in simpler terms, understandable to the developmental populations to which metacognitive strategy instruction is aimed.The MRM would be suitable for classroom use and further research into metacognitive reading awareness.
Department of Elementary Education
Mais fontes

Livros sobre o assunto "Student’s metacognition":

1

White, Barbara V. Inquiry, modeling, and metacognition: Making science accessible to all students. [Hillsdale, N.J.]: Lawrence Erlbaum, 1998.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Manning, Brenda H. Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. Boston: Allyn and Bacon, 1996.

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

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

Encontre o texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Mais fontes

Capítulos de livros sobre o assunto "Student’s metacognition":

1

Avargil, Shirly, Rea Lavi e Yehudit Judy Dori. "Students’ Metacognition and Metacognitive Strategies in Science Education". In Cognition, Metacognition, and Culture in STEM Education, 33–64. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66659-4_3.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
2

Hartman, Hope J. "Developing Students’ Metacognitive Knowledge and Skills". In Metacognition in Learning and Instruction, 33–68. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_3.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Zohar, Anat. "Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development". In Metacognition in Science Education, 197–223. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_9.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Hartman, Hope J. "Engaging Adolescent Students’ Metacognition Through WebQuests: A Case Study of Embedded Metacognition". In Intelligent Systems Reference Library, 135–66. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_6.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Grotzer, Tina, e Sarah Mittlefehldt. "The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science". In Metacognition in Science Education, 79–99. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_5.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Vanderswalmen, Ruth, Joke Vrijders e Annemie Desoete. "Metacognition and Spelling Performance in College Students". In Trends and Prospects in Metacognition Research, 367–94. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_17.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
7

Csíkos, Csaba, e János Steklács. "Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students". In Trends and Prospects in Metacognition Research, 345–66. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_16.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Mandinach, Ellen, e Jim Greer. "Models of Students’ Metacognition, Motivation, and Learning Strategies". In Adaptive Learning Environments, 251–56. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3_14.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Sternberg, Robert J. "Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?" In Metacognition in Learning and Instruction, 247–60. Dordrecht: Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_12.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
10

Rao, Anusha S., Terri A. Tarr e Pratibha Varma-Nelson. "Promoting Metacognitive Practices in Faculty and Students". In ACS Symposium Series, 81–99. Washington, DC: American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1269.ch006.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.

Trabalhos de conferências sobre o assunto "Student’s metacognition":

1

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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
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, whether we are talking about experiment, demonstration, practical work or learning by discovery.
2

Parlan, Dr, Suhadi Ibnu, Sri Rahayu e 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). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.46.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
3

Rusyati, Lilit, Nuryani Y. Rustaman, Ari Widodo e 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.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
4

Priedite, Anda. "Enhancing Students’ Metacognition in the Classroom". In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.16.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
5

Bosch, Nigel, Yingbin Zhang, Luc Paquette, Ryan Baker, Jaclyn Ocumpaugh e Gautam Biswas. "Students’ Verbalized Metacognition During Computerized Learning". In CHI '21: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3411764.3445809.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
6

Neil Westley, D. "Accuracy of Student Calibration on Specific Topics: Very Good Students vs. Others". In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3287.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
This study examines the relationship between students overall result in a midterm grade in Excel and their ability to predict how well they will perform on specific topics in three Excel tests. The metacognitive skill of predicting performance on specific topics permits appropriate focus in preparing for tests. The hypothesis is that very good students will have significantly more success calibrating specific topics than average and poor students. The results validate the hypothesis.
7

Villar-Mayuntupa, Gustavo. "Reading Comprehension and Metacognition among Freshmen Students". In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429112.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
8

Aldea Nordby, Erika, e Maria Pascual Cabrerizo. "A METACOGNITIVE APPROACH TO COMPREHENSION ACTIVITIES: CAN HIGHER EDUCATION STUDENTS IMPROVE THEIR LISTENING AND READING SKILLS THROUGH METACOGNITION AND SELF-REGULATION?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0996.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
9

Botelho Paz, Giovanni Scataglia, e Solange Wagner Locatelli. "METACOGNITIVE INCIDENTS MANIFESTED BY STUDENTS OF YOUTH AND ADULT EDUCATION IN AN INVESTIGATIVE ACTIVITY". In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.158.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.
Resumo:
Practices that take into account youth and adult education (YAE) are still rare in the literature. The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully. Keywords: adult education, investigative activities, youth education, metacognitive incidents.
10

Tanael, Judy S., e Maria Asuncion L. Magsino. "Students’ Metacognition and Personal Epistemology: View on Family". In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.29.

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.

Relatórios de organizações sobre o assunto "Student’s metacognition":

1

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

Texto completo da fonte
Estilos ABNT, Harvard, Vancouver, APA, etc.

Vá para a bibliografia