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1
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, 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.
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Soto, Natalie E. "The role of metacognition in promoting science learning and self-regulation." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10140472.
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Middle school students were instructed about the concept of metacognition in the classroom setting in order to investigate the differences in science content learning. This study investigated two research questions, first does teaching students about metacognition change their content learning in science, and second does teaching students about metacognition create self-regulated learners in the science classroom. This study compared both survey results and assessment scores to measure changes after treatment for both control and treatment groups across content scores and the survey categories of test anxiety, cognitive strategy use, and self-regulation. Statistical differences were found between groups after treatment in 2 of 3 of the survey categories; self-regulation and cognitive strategy use, and post assessment scores. Overall findings suggest that regular implementation of learning strategies used for metacognition may be beneficial to help students become more independent learners in the science classroom.
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Pratt, Deborah L. "Sparking Metacognition: Contextualizing Reading Strategies for Low-Proficient ESL Readers." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4165.
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Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.
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McKendree, Robert B. "Rural agriculture teachers’ comprehension and implementation of self-regulation." Thesis, Kansas State University, 2015. http://hdl.handle.net/2097/19196.
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Master of ScienceCommunications and Agricultural Education
Shannon G. Washburn
This qualitative study investigated four rural Kansas high school agriculture teachers’ comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. Each participant was interviewed three times, using symbolic interactionism as the methodological framework and the Seidman technique of interviewing. The participants included two males and two females, each one having between five and 20 years of teaching experience. Three questions guided this study: (1) how do rural Kansas high school agriculture teachers make meaning of self-regulation and the processes needed to facilitate self-regulation, (2) in what ways do teachers self-regulate for their own professional growth purposes, and (3) what strategies do teachers use to foster self-regulation in their students? Findings suggest while participants described utilizing strategies that are associated with self-regulated learning, they have an incomplete understanding of self-regulated learning and they most closely associated it with effort and motivation. The perceived incomplete understanding may be attributable in part to a lack of formal training in metacognitive processes. Nevertheless, when participants perceived value in professional development, they described consciously using self-regulated learning strategies such as seeking assistance, self-evaluation, and self-monitoring, which all indicate participants utilize components of self-regulation to grow professionally. However, even though participants described utilizing all three phases of self-regulation processes to affect growth in their own careers, there was a disconnect when participants described how they try to facilitate these processes within their students. Participants often described attempting to foster growth in self-regulation among students by targeting motivation-oriented behaviors, instead of targeting the underlying cognitive ability to utilize self-regulation processes. Implications for practice are presented, including the possible need for further education concerning self-regulated learning in order to produce pedagogical content knowledge in self-regulation processes. Instruction connecting the three phases of the self-regulation model could assist agricultural educators with forming a more complete understanding of self-regulated learning. Recommendations for future research are discussed including investigating effective teaching strategies for delivering self-regulation instruction to teachers, as well as investigating the possible impact self-regulation instruction has on various attributes of teachers and students, such as self-efficacy and career orientation.
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Ross, John D. "Regulating Hypermedia: Self-regulation learning strategies in a hypermedia environment." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/26921.
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Students of all abilities and ranges of achievement have become familiar with a variety of hypermedia-based settings which offer information on virtually any content area. The concept of self-regulation implies that learners can initiate processes to facilitate learning regardless of their perceived learning ability or environment, two learning characteristics once thought to be immutable forces. The purpose of the study was to design and implement hypermedia components that provide various levels of user support based upon known self-regulatory learning strategies. The components were applied within an existing web-based learning environment which combined class lecture and presentation with web-based components. Student input provided impetus for the revision of existing components and suggestions for new components designed to promote regulatory behavior within the web-based environment. Through participant observation, student desires for hypermedia components which promote self-regulatory behaviors are described and compared with the actual usage patterns of these components. Significant differences were found in measures of students perceived level of self-efficacy for performance and learning, metacognitive self-regulation, and test anxiety. In addition, one of the added components was rated as "highly effective" by the participants and the second-most-used component of the web site. Discussion incorporates student input to provide support for incorporating components which promote self-regulatory learning strategies in a hypermedia instructional environment and offers generalizations for educators and instructional designers based on these findings.Ph. D.
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Turner, Trisha A. "Am I Able to Predict How I Will Do? Examining Calibration in an Undergraduate Biology Course." UKnowledge, 2016. http://uknowledge.uky.edu/edp_etds/47.
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Students who are self-regulated are more likely to succeed academically, whereas students who have deficiencies in their learning have been recognized as having a lack of metacognitive awareness (Valdez, 2013; Zimmerman, 2002). If students are metacognitively unaware in large introductory courses, they may have difficulty knowing when to self-regulate and modify their learning (Lin & Zabrucky, 1998; Stone, 2000). One manner in which researchers have assessed students’ metacognitive awareness is by asking students to estimate how they think they will do on tasks compared to their actual performance, known as calibration. The purpose of this study was to examine students’ calibration and study habits. Participants were undergraduates (N = 384) in an introductory biology course at a southeastern U.S. university. Students completed four surveys that assessed their exam score expectations and the study habits they used prior to each exam. Results showed that students’ estimates are most discrepant from their actual performance early in the semester and become more accurate at the end of the semester. A closer look at students’ study habits revealed that the inaccuracy of students’ exam judgments showed little connection to the study strategies that students used. Findings from this study are important for biology instructors.
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Mack, Ana. "DIFFERENCES IN ACADEMIC PERFORMANCE AND SELF-REGULATED LEARNING BASED ON LEVEL OF STUDENT PARTICIPATION IN SUPPLEMENTAL INSTRUCT." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2895.
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This study examined differences in academic performance and self-regulated learning based on levels of student participation in Supplemental Instruction (SI) sessions in two introductory undergraduate biology and chemistry courses offered at University of Central Florida in the Spring 2006 semester. The sample consisted of 282 students enrolled in the biology class and 451 students enrolled in chemistry. Academic performance was measured using students' final course grades and rates of withdrawal from the courses. The self-regulated learning constructs of motivation, cognition, metacognition, and resource management were measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Relationships between students' gender and ethnic background and levels of SI participation were also analyzed in this research. Findings in both biology and chemistry courses revealed a statistically significant decrease in student motivation from beginning to end of semester. In chemistry, frequent SI participants also showed statistically significantly higher levels of motivation at the end of the semester than occasional and non-SI participants. There were no statistically significant gains in cognitive, metacognitive, and resource management strategies from beginning to end of semester. However, statistically significant differences in resource management were observed at the end of the semester among SI attendance groups in both courses. Students in the high SI attendance group were more likely to use learning resources than those who did not participate regularly or did not participate at all. Statistically significant differences in academic performance based on students' SI participation were found in both biology and chemistry courses. Frequent SI participants had significantly higher final percentage grades and were more likely to receive grades of A, B, or C, than those who either did not attend SI regularly of did not participate at all. They were also less likely to withdraw from the course than occasional or non-SI participants. In biology, no relationship between SI participation, gender, and student ethnic background was found. In chemistry, female students were significantly more likely to attend SI regularly than males. Chemistry minority students had significantly higher representation among occasional SI participants. An important implication involved the use of pedagogical approaches that make lecture classrooms more interactive and encourage student motivation and engagement. This study could be replicated in other science and non-science courses that offer SI sessions. Additional factors in the success of SI programs and student motivation can be added, such as SI leaders' experience and major. Follow-up studies on students who completed the courses included in this study can be conducted to determine whether they reenrolled in other science courses, continued attending SI sessions, and gained self-regulated learning skills.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership
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Mannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.
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This doctoral thesis presents the findings of a mixed methods case study of Learning Skills, a new approach to Learning to Learn that was developed and implemented at a secondary school in the south of England between 2010 and 2014, and evaluated using data collected between 2009 and 2017. Learning to Learn is a field of educational theory and practice that aims to help young people get better at learning by focusing on the processes of learning (the how as well as the what), and by enabling them to take ownership over aspects of their own learning through activities such as goal setting, self-monitoring and structured reflection. The field has developed significantly throughout the last 40 years, with a number of approaches having been implemented on a large scale in the UK. Research into metacognition and self-regulation suggests that Learning to Learn programmes should help boost academic attainment. To date however, large-scale evaluations have found mixed results, with no clear impact on academic attainment. Using an intervention design used widely in medicine and other fields, Learning Skills reconceptualises Learning to Learn as a 'complex intervention' comprised of multiple areas of evidence-informed practice. The rationale for complex interventions is that the marginal gains emerging from any individual avenue of practice stack up and interact to yield a larger effect size overall. The Learning Skills programme, which started as a year seven taught course and developed into a whole-school approach to teaching and learning, focuses centrally on three key concepts: metacognition, self-regulation and oracy. This evaluation of Learning Skills incorporates eight strands of data collection and analysis over an eight-year period, using the previous year group at the same school as a control group. These include baseline measures; attitude to learning scores; psychometric questionnaires; a language of learning evaluation; reflective learning journals; student interviews; teacher interviews; and student attainment across all subjects in years nine and 11. The primary outcome analysis - student attainment across all subject areas at three and five years - found that Learning Skills cohort one achieved significantly higher grades than the control cohort, with accelerated gains among young people from economically disadvantaged backgrounds. Secondary data analysis incorporating a range of qualitative and quantitative methods indicates a causal relationship between Learning Skills and academic attainment. As well as evaluating the impact of a new and promising approach to Learning to Learn, this study generates new knowledge about the implementation and evaluation of complex interventions in education.
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Margolin, Tiki. "Engaging schools in learning cycles : a study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. http://arro.anglia.ac.uk/123187/.
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This applied research in education was undertaken within the context of a school mentoring programme, where my role as a mentor researcher is directed at promoting change in teacher pedagogy consistent with junior-high school educational reforms in Israel. The purpose of this study has been twofold: 1) to confront conflicting issues that exist between the need for change in teacher pedagogy and the resistance felt by many of them toward ‘never ending’ new reforms and: 2). to investigate the impact of the mentoring model (MM) on learning processes that foster teacher empowerment. Assessment of empowerment, as both a process and a product, drew on the teachers' metacognitive development, growing sense of satisfaction and self-efficacy as mediators of their pupils' thinking/learning skills. This study presents a unique approach to teacher empowerment through its theoretical and methodological perspectives. Socio-cultural perspectives serve as an over-arching framework through which various theoretical perspectives for learning and development may be integrated. Action research and discourse analysis were found to be compatible with the researcher’s philosophical approach, whereby educators engage in a collaborative learning process that promotes shared visions and goals. Promoting the characteristics of a learning organisation within the school shed light on ways that can provide teachers with a nurturing environment within the complex dynamics of the school. The detailed account and interpretation of the multi-level reciprocal interactions that occur between teachers, mentor and the school organisation presented in this study is especially significant for understanding multidimensional developmental processes. It illustrates the evolution of inventive methodological tools (such as skills rubrics and discourse analysis techniques), which assume to provide new perspectives for fostering the teachers’ trust in their own judgement when mediating higher order thinking skills. These findings are of particular relevance as contemporary research indicates that teachers often experience difficulties in practicing metacognitive pedagogy.
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Margolin, Tiki. "Engaging schools in learning cycles – A study of the impact of a mentoring model on teacher empowerment." Thesis, Anglia Ruskin University, 2009. https://arro.anglia.ac.uk/id/eprint/123187/1/Margolin_Tiki_Thesis.pdf.
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This applied research in education was undertaken within the context of a school mentoring programme, where my role as a mentor researcher is directed at promoting change in teacher pedagogy consistent with junior-high school educational reforms in Israel. The purpose of this study has been twofold: 1) to confront conflicting issues that exist between the need for change in teacher pedagogy and the resistance felt by many of them toward ‘never ending’ new reforms and: 2). to investigate the impact of the mentoring model (MM) on learning processes that foster teacher empowerment. Assessment of empowerment, as both a process and a product, drew on the teachers' metacognitive development, growing sense of satisfaction and self-efficacy as mediators of their pupils' thinking/learning skills.
This study presents a unique approach to teacher empowerment through its theoretical and methodological perspectives. Socio-cultural perspectives serve as an over-arching framework through which various theoretical perspectives for learning and development may be integrated. Action research and discourse analysis were found to be compatible with the researcher’s philosophical approach, whereby educators engage in a collaborative learning process that promotes shared visions and goals. Promoting the characteristics of a learning organisation within the school shed light on ways that can provide teachers with a nurturing environment within the complex dynamics of the school. The detailed account and interpretation of the multi-level reciprocal interactions that occur between teachers, mentor and the school organisation presented in this study is especially significant for understanding multidimensional developmental processes. It illustrates the evolution of inventive methodological tools (such as skills rubrics and discourse analysis techniques), which assume to provide new perspectives for fostering the teachers’ trust in their own judgement when mediating higher order thinking skills. These findings are of particular relevance as contemporary research indicates that teachers often experience difficulties in practicing metacognitive pedagogy.
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Myers, Stacy. "The Transfer of Self-regulation and Self-monitoring from the Resource Room to the Science Classroom." Otterbein University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594309963430514.
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Bui, Thi Hien. "EFL undergraduate students' perspectives and experiences of the flipped classroom at a Vietnamese university." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2022. https://ro.ecu.edu.au/theses/2512.
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The flipped classroom has been increasingly used in higher education worldwide, and more recently in developing countries. The pedagogy involves a ‘flip’ of direct instruction being conducted online prior to class and learning activities demanding higher order thinking occurring in subsequent, face-to-face classrooms.
While the flipped classroom has been well-researched in Western countries such as the USA, the UK and Australia, little is known about the implementation of the flipped classroom in a developing country like Vietnam. Here, the flipped classroom poses challenges to teachers’ and students’ traditional perspectives of teaching and learning, and to levels of infrastructure and training. To date, no studies have examined the perspectives of, and learning experiences in the flipped classroom for Vietnamese English as Foreign Language (EFL) undergraduate students. This study was conducted to address this gap.
This study explored undergraduate students’ perspectives, and their learning experiences, in one case study university in Vietnam. The university had mandated the use of the flipped classroom in EFL courses in 2015 and the major aim of this study was to investigate how students were dealing with the pedagogy. Utilising symbolic interactionism as the theoretical perspective, the study employed two data collection methods, interviews, and observations. Semi-structured interviews were conducted with 20 EFL students and five EFL teachers; 30 observations of students’ learning activities occurred in both online learning and face-to-face classes. Data were thematically analysed to explore EFL students’ perspectives and learning experiences within a flipped classroom environment, and to triangulate these with the perspectives of the teachers responsible for carrying out the flipped classroom model.
The study revealed five important findings. First, students showed their preferences for surface learning over deep learning in the flipped classroom. Second, higher-achieving students were engaged in deeper learning, but lower-achieving students struggled to move beyond surface learning. Third, students revealed limited understandings of the demands of flipped classroom learning; what was required to engage effectively and its strategic goals in EFL education. Fourth, students expressed a range of beliefs about self-regulated and metacognitive strategies, but these revealed inconsistencies across the cohort. Fifth, there were a range of individual and contextual factors that affected students’ surface learning in the flipped classroom.
This study has several implications for Vietnamese higher education institutions wishing to adopt EFL flipped classroom learning. These include raising institutional awareness for preparing the management change agenda, focusing on students’ learning approaches and skills needed for the flipped classroom, and providing ongoing professional development and support for teachers and curriculum designers regarding theories underpinning the flipped classroom.
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Bigenho, Christopher William. "Student reflections as artifacts of self-regulatory behaviors for learning: A tale of two courses." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103291/.
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The rapid growth of online and blended learning environments in both higher education and K-12, along with the development of innovative game based, narrative driven, problem-based learning (PBL) systems known as Alternate Reality Games (AltRG), has led to the need to understand student’s abilities to self-regulate their learning behaviors and practices in these novel environments. This study examines student reflections and e-mails related to self-regulatory practices for learning across two different course designs for an Internet-based course in computer applications. Both designs leverage PBL but apply different levels of abstraction related to content and the need to self-regulate. The study looked specifically at how students communicated about learning across these environments, what student communications indicated about student readiness for university online learning and how instructional design and methods of instruction shaped student expressions of learning and self-regulation. The research design follows an ethnographic and case study approach as two designs and four sections are examined. Data was collected from student blog posts, email messages and semi-structured interviews. Atlas.TI was used to code the data using constant comparative analysis. A sequential analysis was applied using an a priori structure for self-regulation and post hoc analysis for emergent codes that resulted in the following categories: distraction, group experience, motivation, emotion, prior experiences, and time. Results indicated qualitative differences between the two designs related to student communications for learning and self-regulation. Findings were reported for both the a priori and post hoc analysis. Additionally, two major findings are reported as emerging themes. These are presented and discussed as The Expectation Gap and Different Designs, Different Outcomes.
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Focant, Jérôme. "Stratégies d'autorégulation d'élèves de cinquième primaire en situation de résolution de problèmes arithmétiques." Université catholique de Louvain, 2004. http://edoc.bib.ucl.ac.be:81/ETD-db/collection/available/BelnUcetd-09072004-210645/.
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Pourquoi tant d'élèves fréquentant l'enseignement primaire éprouvent-ils des difficultés à résoudre des problèmes mathématiques ? Même lorsqu'ils maîtrisent l'ensemble des connaissances disciplinaires requises, ils échouent fréquemment à la résolution. Selon nous, c'est le caractère complexe des résolutions, exprimé par la nécessité de sélectionner et combiner diverses connaissances disciplinaires, qui génère ces difficultés. Nous proposons dès lors que les stratégies d'autorégulation de détermination du but, de planification, de contrôle et de régulation, issues des paradigmes de la métacognition et de l'apprentissage autorégulé, permettent de remédier à ce caractère de complexité. Nous présentons ces diverses stratégies, et les cadres dans lesquels ils ont été développés. Nous argumentons l'action qu'ils opèrent en diminuant la charge cognitive de l'activité à tout moment de la résolution, et présentons l'état de la littérature quant à leur développement et à leur lien à la performance scolaire. Nous décrivons ensuite diverses études menées afin d'informer la structure, le fonctionnement, le développement, la méthodologie de récolte de données et les liens à la performance à ce type d'activités.
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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 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.
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Foster, Irene. "Metacognition and dyslexia : towards an increased understanding of the cognitive knowledge and self-regulation practices of students with dyslexia in higher education." Thesis, Lancaster University, 2016. http://eprints.lancs.ac.uk/88231/.
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This thesis examines the metacognitive and self-regulatory practices of students with dyslexia in higher education. It focuses on the understanding that these students have of their learning, the strategies they use and factors that determine how and why strategies are used. The study further examines the planning, organisation, management and evaluation of their learning. From an insider-researcher perspective, the data collection is derived from 16 semistructured interviews and a self-administered inventory, situated within an independent UK university. The participants were enrolled on the full time or part time route of the same training programme at the host university. A mixed methods approach was considered to lend itself to providing qualitative in-depth lived experience data and perceptions based on a 52 statement inventory of knowledge and regulation of cognition. The study findings suggest metacognition and self-regulation practices of these dyslexic students in higher education to be inefficient rather than deficient. Importantly, it notes the timeliness and impact of training input and learning support intervention on such findings.
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Chen, Dar-Wei. "Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior." Thesis, Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53840.
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As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms in many ways and deliver different experiences. In this study, participants’ learning environments were manipulated using two independent variables, each with two levels for a total of four conditions: study medium (text was presented either on paper or a screen) and prompt type (text was interspersed with prompts designed either to induce metacognitive processes or to be interacted with non-metacognitively). Ninety-two participants were each assigned to one of the four conditions in a between-subject design, read three expository texts, completed a comprehension test after each text, and responded to a survey at the end of the study. Participants who read text on paper tended to take more notes and spend more time studying than those who read from a screen, but performance was equal between the mediums. Participants receiving metacognitive prompts performed better than non-metacognitive participants on multiple-choice questions with an effect size comparable to those generated by educational interventions in existing literature; however, the performance difference was not statistically significant unless prompt response scores were controlled for. In addition, behavioral differences emerged between metacognitive participants (re-read more) and non-metacognitive participants (summarized more while reading). The results from this study can be used to inform dialogue about technology in classrooms and instructional design.
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Van, der Walt Martha Sophia. "'n Ondersoek na metakognisie in Wiskunde-onderrig en -leer met besondere verwysing na die senior fase / Martha Sophia van der Walt." Thesis, North-West University, 2006. http://hdl.handle.net/10394/1689.
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Mathematical skill is viewed as critically important in a technologically sophisticated world. Since
everyone needs to acquire at least some skills in this learning area, the poor performance of grade 12
learners raises concern.
The process during which learners gain awareness of their own thinking processes when solving
mathematical problems, is referred to as "metacognition". Metacognitive strategies include knowledge
(of oneself as a learner, the task at hand and strategies to be used) and self-regulation (planning,
monitoring and evaluation). Metacognitive strategies are linked interactively by its twin process of
reflection, eventually facilitating the implementation of certain cognitive strategies. Since metacognitive
strategies essentially comprise skills, facilitators of learning should facilitate learners' development and
application of these skills and the study and mastery of mathematics in an integrated way, thereby
ensuring that learners deliberately and intentionally apply these skills in a satisfactory way.
It is important to note that "metacognition" is both directly and indirectly mentioned in the Critical
Outcomes stated in Curriculum 2005 - after all, most of the outcomes referred to imply that learners
should be directed to reflect on their own thoughts.
The primary aim of my study was to investigate the possible value of metacognition for the teaching
and learning of mathematics. I used a two-phased, consecutive, mixed research method involving
learners as well as in-service and pre-service mathematics facilitators. Results of the quantitative part
of my study were triangulated with the results of the qualitative part of my study.
My findings indicate, inter alia, that learners' metacognitive strategies as regards prediction,
evaluation, monitoring and reflection could be insufficient. In-service and pre-service facilitators of
mathematics may very well possess metacognitive skills and utilise them intuitively, however, these
skills are not implemented in their classes or learning to a satisfactory extent.
Since this is a local study conducted on a relatively small scale, it would be inappropriate to infer. My
findings do, however, suggest that implementation of and research on metacognition and
metacognitive strategies in the teaching and learning of mathematics require attention at national.
tertiary and secondary levels.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2006
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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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Croti, Adriana Aparecida. "Aprender a aprender: a autorregulação na perspectiva cognitiva da aprendizagem no contexto do Ensino Profissionalizante." Universidade do Oeste Paulista, 2016. http://bdtd.unoeste.br:8080/jspui/handle/jspui/979.
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This work was presented and defended the Master of Education from the University of West Paulista - Concentration Area: Institution Educational and Training Educator. The research had the main objective to understand how the student's vocational education conceives the operation of their intelligence in the learning situation and specific objectives, aimed at identifying possible reflections of students about their own thinking and understand how they understand the construction of intelligence. Cognitive action was addressed from the perspective of Theoretical cognitive as Jean Piaget, David Ausubel, Jerome Bruner and John Flavell, in order to have different contributions in relation to aspects of cognition related to learning and intelligence training process. As a methodological option appealed to the research exploratory qualitative nature of the kind of intrinsic study case. The methodological procedures involved the collection of data using interviews with semi-structured having a guiding question that was applied to twelve students in a class Young Apprentice Senai - SENAI. The interpretation and discussion of the data were worked through Content Analysis. The collected responses were organized into four categories: Knowledge own intelligence operation in the learning process; Perception of learning; learning strategies; Development of intelligence. The results indicate that students conceive the functioning of the intelligence focused on memorization and practice activity. Who realize the thought, but not associate the construction of intelligence and thus reveal limited reflective abstraction. It is noticed that the academic life of these students was not rich enough in relation to self-regulation. Finally, it is understood to be necessary to carry out new studies to add knowledge and explore other ways to deepen the theme of this investigation.
Esta dissertação foi apresentada e defendida no Mestrado em Educação da Universidade do Oeste Paulista - Área de concentração: Instituição Educacional e Formação do Educador. A pesquisa teve por objetivo principal compreender como o aluno do ensino profissionalizante concebe o funcionamento da sua inteligência em situação de aprendizagem e, como objetivos específicos, buscou identificar possíveis reflexões dos alunos sobre o próprio pensamento e compreender como eles entendem a construção da inteligência. A ação cognitiva foi abordada a partir da visão dos Teóricos Cognitivistas como Jean Piaget, David Ausubel, Jerome Bruner e John Flavell, com o intuito de apresentar diferentes contribuições no que tange aos aspectos da cognição relativos à aprendizagem e ao processo de formação da inteligência. Como opção metodológica recorreu-se à pesquisa de natureza qualitativa exploratória, do tipo Estudo de Caso intrínseco. Os procedimentos metodológicos envolveram a recolha de dados utilizando-se de entrevista com roteiro semiestruturado tendo uma questão norteadora que foi aplicada a doze alunos de uma turma de Jovem Aprendiz do Serviço Nacional de Aprendizagem Industrial – SENAI. A interpretação e discussão dos dados foram trabalhadas por meio da Análise de Conteúdo. As respostas recolhidas foram organizadas em quatro categorias: Conhecimento do funcionamento da própria inteligência no processo de aprendizagem; Percepção do aprendizado; Estratégias de aprendizagem; Desenvolvimento da Inteligência. Os resultados sinalizam que os alunos concebem o funcionamento da inteligência com foco na memorização e atividade prática. Que percebem o pensamento, mas não o associam à construção da inteligência e, assim, revelam limitada abstração reflexiva. Percebe-se que a vida acadêmica destes alunos não foi suficientemente rica em relação à autorregulação. Por fim, entende-se ser necessária a realização de novos estudos para acrescentar conhecimentos e explorar outros caminhos para aprofundamento na temática desta investigação.
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Tanikawa, Helena Akemi Motoki 1988. "Monitoramento metacognitivo : um estudo sobre suas relações com o pedir ajuda, o autoconceito e a motivação para aprender de estudantes do ensino fundamental." [s.n.], 2014. http://repositorio.unicamp.br/jspui/handle/REPOSIP/319173.
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Orientador: Evely BoruchovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda, relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental
Estudiosos da Psicologia da Educação definem a aprendizagem autorregulada como um processo no qual o estudante exerce um papel ativo de gerenciar seus comportamentos, pensamentos e sentimentos como meio de alcançar uma determinada meta. Para isso, é necessário que o indivíduo seja capaz de planejar, monitorar e avaliar o seu aprendizado. Assim, o monitoramento metacognitivo é um construto essencial para que ocorra a autorregulação da aprendizagem. A presente pesquisa teve como objetivo caracterizar o monitoramento metacognitivo e examinar as possíveis relações com o pedir ajuda, o autoconceito e a motivação de 159 estudantes, de ambos os gêneros, de idade entre 08 e 15 anos, matriculados no 3º e 4º anos e na 5ª e 8ª série do Ensino Fundamental de uma escola municipal. Para a coleta de dados, utilizaram-se quatro instrumentos que avaliaram o monitoramento metacognitivo, o pedir ajuda, o autoconceito intelectual e acadêmico e a orientação motivacional para aprender. Os dados obtidos foram analisados por meio da estatística descritiva e inferencial. Os resultados mostraram que os alunos apresentaram um desempenho mediano no instrumento de monitoramento metacognitivo. Observou-se que os participantes mais novos foram mais precisos ao realizar o monitoramento, reportaram não fazer uso da estratégia de pedir ajuda,relataram um autoconceito acadêmico positivo, bem como uma orientação motivacional mais intrínseca. Constatou-se também uma queda acentuada na precisão do monitoramento metacognitivo com o avançar da escolarização. No que concerne ao desempenho escolar, verificou-se que os estudantes que foram mais precisos ao realizar o monitoramento da tarefa demonstraram um melhor rendimento nas disciplinas de Língua Portuguesa e Matemática. Discute-se a relevância de se investigar o monitoramento metacognitivo em estudantes do Ensino Fundamental. Espera-se que os resultados deste estudo possam contribuir para a ampliação dos conhecimentos sobre o papel exercido pelo monitoramento metacognitivo na aprendizagem autorregulada e que promovam uma reflexão acerca das ações pedagógicas voltadas para estudantes do Ensino Fundamental
Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students. Abstract: Self-regulated learning, metacognitive Skills, Educational Achievment, Elementary Educarion
Abstract: Scholars of Educational Psychology define self-regulated learning as a process in which the student plays an active role in managing their behaviors, thoughts and feelings as a means of achieving a particular goal. For this, it is necessary that individuals are able to plan, monitor and evaluate their learning. Therefore, metacognitive monitoring is an essential construct for the self-regulation of learning to occur. The present study aimed to characterize metacognitive monitoring and examine possible relationships with help seeking, self-concept and motivation of 159 students, of both genders, aged 08-15 years, enrolled in the 3rd and 4th year and 5th to 8th grades of Elementary Education in a public school. Four instruments were used for the data collection, which assessed metacognitive monitoring, asking for help, the intellectual and academic self-concept, and the motivational orientation to learn. The data obtained were analyzed using descriptive and inferential statistics. The results showed that the students presented average performance in the metacognitive monitoring instrument. It was observed that the younger participants were more precise when performing the monitoring, they reported not using the asking for help strategy, and they reported a positive academic self-concept, as well as a more intrinsic motivational orientation. A marked decrease was also observed in the precision of the metacognitive monitoring with the advance in education. Concerning the school performance, it was verified that the students who were more precise when performing the monitoring of the task demonstrated higher achievement in the subjects of Mathematics and Portuguese Language. The relevance of investigating metacognitive monitoring in elementary education students is discussed. It is expected that the results of this study may contribute to the expansion of knowledge related to the role played by metacognitive monitoring in self-regulated learning and promote a reflection concerning the pedagogical actions directed toward elementary education students
Mestrado
Psicologia Educacional
Mestra em Educação
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Kashou, Hussam H. "Examining University Students’ Use of Mobile Technology, Online Engagement, and Self-Regulation & Metacognitive Tendencies Across Formal and Informal Learning Environments." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1469453408.
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Viana, FlÃvia Roldan. "AnÃlise do desenvolvimento do processo de autorregulaÃÃo por alunos com deficiÃncia intelectual: implicaÃÃes dos princÃpios de mediaÃÃo de feuerstein na intervenÃÃo pedagÃgica tutorada." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18345.
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nÃo hÃA tese objetivou analisar a manifestaÃÃo da autorregulaÃÃo em alunos que apresentam deficiÃncia intelectual. Para isso, se investigou, no contexto da proposiÃÃo de jogos didÃticos-pedagÃgicos, os aspectos envolvidos em uma intervenÃÃo pedagÃgica tutorada, fundamentada nos princÃpios de mediaÃÃo de Feuerstein, que poderiam potencializar o desenvolvimento da autorregulaÃÃo como componente metacognitivo. O quadro teÃrico se apoiou na perspectiva sociointeracionista, e abrangeu cinco categorias conceituais: O sujeito com deficiÃncia intelectual e seus processos de aprendizagem, MetacogniÃÃo, AutorregulaÃÃo, MediaÃÃo e Jogos em contextos de mediaÃÃo na intervenÃÃo pedagÃgica tutorada, no favorecimento da autorregulaÃÃo. Adotou-se a metodologia fundamentada nos pressupostos de uma pesquisa de carÃter quase-experimental. O estudo de campo desenvolveu-se no perÃodo de agosto de 2015 a junho de 2016, contou com a participaÃÃo de trÃs sujeitos com diagnÃstico de deficiÃncia intelectual, e organizou-se em duas fases. A fase 1, ExploraÃÃo da pesquisa de campo, subdividiu-se em trÃs etapas: Pesquisa exploratÃria; SeleÃÃo de sujeitos; e Estudo Piloto (aplicado com quatro sujeitos com deficiÃncia intelectual); e a fase 2, Desenvolvimento da pesquisa de campo (contou com a participaÃÃo de trÃs sujeitos com deficiÃncia intelectual acompanhados nas Salas de Recursos Multifuncionais de duas escolas pÃblicas), tambÃm subdividida em trÃs etapas: TraÃando perfis: avaliaÃÃo cognitiva e prÃ-teste (avaliaÃÃo da autorregulaÃÃo); SessÃes de intervenÃÃo pedagÃgica tutorada; e AvaliaÃÃo do pÃs-teste. A anÃlise de dados organizou-se em duas categorias: A influÃncia dos princÃpios de mediaÃÃo de Feuerstein sobre o avanÃo conceitual de alunos que apresentam deficiÃncia intelectual; ManifestaÃÃo de estratÃgias metacognitivas autorregulatÃrias em alunos com deficiÃncia intelectual por meio do uso de jogos no contexto de uma intervenÃÃo pedagÃgica tutorada. Verificou-se que, a mediaÃÃo, fundamentada nos princÃpios de Feuerstein, possibilitou que os sujeitos participantes demonstrassem capacidade de alcanÃar um nÃvel de complexidade elaborado no desenvolvimento de estratÃgias metacognitivas de autorregulaÃÃo, as quais promoveram o processo de autorregulaÃÃo nas situaÃÃes de aprendizagem. Constatou-se que, ao longo das sessÃes tutoradas de intervenÃÃes, eles passaram a estabelecer objetivos, usar diferentes estratÃgias metacognitivas de autorregulaÃÃo, autocontrolar o prÃprio desempenho, gerenciar o tempo para concluir a atividade, e antecipar resultados dos jogos. Conclui-se que à fundamental oportunizar aos alunos com deficiÃncia intelectual situaÃÃes de aprendizagens, que promovam o diÃlogo com o mundo de significados, tornando-os ativos e sujeitos de sua aprendizagem, para que apreendam informaÃÃes e se conscientizem de sua prÃpria aprendizagem. As contribuiÃÃes deste estudo residem na compreensÃo de que sujeitos que apresentam deficiÃncia intelectual se beneficiam da mediaÃÃo, e, portanto, sÃo capazes de desenvolverem estratÃgias de autorregulaÃÃo diante de situaÃÃes de aprendizagens desafiadoras. Para isso, à necessÃrio conceder a esses sujeitos a oportunidade de estabelecerem e seguirem seus objetivos pessoais, assim como de criarem as suas situaÃÃes de aprendizagem.
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Vanderheiden, Guney Stacey Lynn. "The Relationship of Motivated Strategies for Learning, Mental Toughness, and Grit to Developmental Math Student Success in an Adaptive Learning Technology Environment." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862853/.
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The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The study makes recommendations about how to best develop and leverage adaptive learning technologies in the future.
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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Koch, Simone Hack da Silva. "@prender a @prender : na busca de processos metacognitivos com o uso das TIC." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2011. http://hdl.handle.net/10183/32142.
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No dia-a-dia da sala de aula, quando propõe situações de aprendizagem, o professor fica surpreso em constatar que os alunos desenvolvem uma série de condutas. Algumas, que não parecem muito lógicas, revelam-se eficazes, ao passo que outras, aparentemente mais adequadas, dão resultados desconcertantes. Como compreender o que o aluno faz ou quis fazer? Como perceber suas verdadeiras aprendizagens? Nesse contexto que este trabalho teve como foco principal a investigação sobre como promover e evidenciar, por meio de estratégias de ensino e aprendizagem mediadas pelas TIC, processos metacognitivos nos sujeitos em ADA/AVA. Para responder a questão norteadora, estudos sobre processo de internalização, metacognição, mediação e estratégias de ensino e aprendizagem foram realizados sob uma perspectiva sóciointeracionista. O presente trabalho estruturou-se num estudo de caso (multicasos) de três alunos de ensino fundamental que participaram de um programa social na cidade de Novo Hamburgo. Os resultados mostraram que as estratégias de ensino e aprendizagem Tempestade Cerebral, Portfólio, Solução de Problemas e Mapas Conceituais, através de ações mediadas em ambientes ADA/AVA, evidenciam e promovem processos metacognitivos.The teacher may surprised to find out that students develop a series of pipes, when he offers learning situations on day-to-day classroom. Some, that do not seem very logical, are prove effective, while others, seemingly more appropriate, have confusing results. How to understand what students do or wanted to do? How to realize their true learning? In this context this study was focus ,researching on how to promote and demonstrate through strategies of teaching/learning ,mediated by ICT, in the individual metacognitive processes through digital and virtual learning environment. To answer the research question, studies on internalization process, metacognition, mediation and teaching/learning strategies are carried out under a socio-interactionist perspective. This work was structured in a case study (multicases) of three primary school students who participated in a social program in the city of Novo Hamburgo. The results showed the strategy of teaching and learning: Brainstorm, Portfolio, Problem Solving and Conceptual Maps, through actions mediated in digital and virtual learning environments showing and promoting metacognition process.
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Kiran, Dekant. "A Study On Sources And Consequences Of Elementary Students." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612503/index.pdf.
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A STUDY ON SOURCES AND CONSEQUENCES OF ELEMENTARY STUDENTS&rsquoSELF-EFFICACY BELIEFS IN SCIENCE AND TECHNOLOGY COURSE KIRAN, Dekant M.S., Department of Elementary Science and Mathematics Education Supervisor: Assoc. Prof. Dr. Semra SUNGUR September 2010, 98 pages The present study aimed at investigating sources and consequences of middle school students&rsquo
science self-efficacy beliefs. While mastery experience, vicarious experience, verbal persuasion, and emotional arousal were examined as sources of self-efficacy beliefs, students&rsquo
achievement goals, metacognition, and effort regulation were examined as consequences of self-efficacy beliefs. Self-report instruments, Sources of Science Self-Efficacy Scale (SSSE), Motivated Strategies for Learning Questionnaire (MSLQ) and Achievement Goal Questionnaire (AGQ), were administered to 1932 middle school students to assess variables of the study. Results showed that mastery experience, verbal persuasion, and emotional arousal significantly predict students&rsquo
science self-efficacy which was found to be positively linked to mastery approach goals, performance approach goals, mastery avoidance goals, metacognition, and effort regulation. In addition, a positive relationship was found between verbal persuasion and mastery approach goals. Moreover, findings revealed that approach goals were positively associated with metacognition and effort regulation while avoidance goals are negatively linked to effort regulation. Additionally, results indicated a positive association between emotional arousal and effort regulation.
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FRANÇA, Rozelma Soares de. "Um modelo para a aprendizagem do pensamento computacional aliado à autorregulação." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17236.
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CAPEs
Cada vez mais é necessário criar cenários de aprendizagem que oportunizem a promoção do pensamento computacional na educação básica, uma vez que tal habilidade pode promover a capacidade de resolução de problemas, além de apoiar e relacionar-se com outras ciências. Atrelado a isto, há a necessidade de engajar os aprendizes em atividades de reflexão durante sua formação em conceitos fundamentais da Computação. Sob a ótica da aprendizagem autorregulada, a reflexão, especificamente a autorreflexão, desempenha um papel primordial no processo de aprendizagem, permitindo que os estudantes avaliem o próprio conhecimento na tentativa de identificar as causas dos seus próprios erros e acertos acadêmicos. Os aprendizes podem realizar essas atividades de reflexão e avaliação da aprendizagem individualmente e em colaboração com seus pares. Neste cenário, um modelo colaborativo, intitulado penC, foi concebido para introduzir práticas de autorregulação no contexto do ensino e da aprendizagem do pensamento computacional no ensino médio. O penC foi construído a partir de um estudo exploratório e avaliado por professores, especialistas em áreas contempladas no modelo. Tal avaliação evidenciou fatores que possivelmente contribuem para a autorregulação e a aprendizagem do pensamento computacional, bem como aqueles que requerem melhorias. Ainda, trouxe implicações para o design de uma ferramenta que implementa o penC. A partir de tais resultados, o modelo foi refinado, implementado e avaliado, por meio de um quasi-experimento, durante um curso de desenvolvimento de jogos digitais que introduziu conceitos de lógica de programação em iniciantes na área. Os resultados obtidos com o estudo experimental evidenciam a contribuição da proposta na formação dos estudantes, tendo impacto positivo sobre a autorregulação e a aprendizagem do pensamento computacional repercutindo, ainda, na jogabilidade de games produzidos durante a formação dos participantes em conceitos introdutórios de programação. Adicionalmente, o professor avaliou positivamente a experiência com o uso do modelo proposto e relatou a percepção de resultados positivos sobre a formação de seus estudantes.
There is an increasing need to create learning environments that enable the promotion of computational thinking in basic education, once this ability can promote the skill of solving problems, besides supporting and relating to other sciences. Linked to this, there is the need to engage learners in reflection activities during their education on fundamental concepts of computer science. From the perspective of self-regulated learning, reflection - especially self-reflection - plays an essential role in the learning process, allowing students to assess their own knowledge as an attempt to identify the causes of their own mistakes and academic achievements. Learners can perform such activities of reflection and evaluation of learning individually and in collaboration with their peers. In this scenario, a collaborative model called penC is designed to introduce self-regulation practices in the context of teaching and learning of computational thinking in high school. The penC was built from an exploratory study and evaluated by teachers, experts in areas included in the model. Such evaluation highlighted factors that possibly contribute to the self-regulation and learning of computational thinking as well as those in need of improvement. It also brought consequences for the design of a tool that implements the penC. From these results, the model was refined, implemented and evaluated, through a quasi-experiment, during a course of development of digital games that introduced concepts of programming logic to beginners of this area. The results obtained with the experimental study demonstrate the contribution of the proposal on the education of students, generating positive impact on self-regulation and learning of computational thinking and also repercussions in playability of games produced during the education on introductory concepts of programming. Moreover, the teacher evaluated the experience with the use of the proposed model as positive and reported the perception of positive results on the education process of the students.
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Ishii, Ione. "A iniciação científica como prática pedagógica na formação de estudantes de farmácia." Universidade de São Paulo, 2015. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-07032016-144629/.
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A iniciação científica (IC) tem como objetivo formar pesquisadores e profissionais que contribuam para o avanço científico-tecnológico do país. Estudos têm evidenciado benefícios da IC: complementação acadêmica e profissional, desenvolvimento pessoal e de pensamento crítico. Além disso, são observadas mudanças qualitativas na relação do estudante com a aprendizagem: o conhecimento ganha significado e sentido, e sua compreensão torna-se profunda. Graduandos com essas características foram descritos por Marton e Säljö (1976) como estudantes com abordagem profunda à aprendizagem. Estes utilizam a metacognição de modo eficiente através de mecanismos de autorregulação. A metacognição foi definida por Flavell (1979) como a capacidade de pensar sobre a própria cognição. A sociedade atual tem exigido, cada vez mais, a formação de profissionais autônomos, críticos, capazes de resolver problemas e aprender para o resto da vida, características presentes em estudantes com abordagem profunda à aprendizagem. Os cursos de farmácia têm passado por mudanças curriculares para atender às novas exigências da profissão. Instigada pelos trabalhos sobre o tema e a necessidade de aperfeiçoar o ensino realizei pesquisa qualitativa através de entrevistas, nas quais os alunos falam sobre a experiência na IC. Pretendo, assim, contribuir para o aprimoramento da orientação como prática pedagógica e para a melhoria dos cursos de graduação. Em 2014, foram coletados depoimentos que evidenciaram a adoção de abordagens profundas à aprendizagem e a utilização de mecanismos metacognitivos. A fim de confirmar esses resultados, foram realizadas novas entrevistas em 2015. A comparação dos depoimentos evidenciou aspectos da orientação na IC, confirmados em conversas com professores orientadores desses estudantes. Os três docentes que participaram desta etapa revelaram e reiteraram ações pedagógicas eficientes: focar no aluno e não na pesquisa, identificando expectativas, dificuldades e potencialidades dos graduandos; considerar a IC como complementação da formação acadêmica e profissional; selecionar alunos com interesse e disponibilidade de tempo para dedicar-se aos estudos e à pesquisa; encarar a defasagem conceitual e procedimental dos estudantes, responsabilidade do orientador, ajudando-os na superação dessas dificuldades mesmo em detrimento do desenvolvimento de pesquisas mais complexas; organizar ambientes de trabalho que promovam relações interpessoais saudáveis.The purpose of undergraduate research (UR) is to educate researchers and professionals so they may contribute for the scientific/technological advancement. Studies have shown the benefits of UR: academic and professional supplement, personal development and critical thinking. In addition, qualitative changes in the relationship between the student and learning have been observed: knowledge acquires a meaning and has a sense, and his/her understanding becomes profound. Undergraduate with such characteristics have been described by Marton and Säljö (1976) as students with a deep approach to learning. They utilize metacognition in an efficient way through mechanisms of self-regulation. Metacognition was defined by Flavell (1979) as the capacity to think about one´s own cognition. At this time society is looking for professionals who are independent, critical and able to solving problems and prepared to lifelong learning, features that are found in students with a deep approach to learning. Pharmacy courses have undergone curriculum changes in order to meet the new requirements of the profession. Instigated by the researches about this topic and the need to improve teaching, I conducted a qualitative research by means of interviews, in which students talk about their experience in UR. My intention is thus to contribute for the improvement of mentoring as a pedagogical practice and for the improvement of the undergraduate courses. In 2014, interviews provided evidence that the deep approaches to learning had been adopted as well as the use of metacognitive strategies by the undergraduate research students. With the aim of confirming such results, new interviews were conducted in 2015. By comparing the interviews aspects of the UR mentoring were found, confirmed by talks with the professors who supervised those students. The three professors participating in this stage revealed and reiterated efficient pedagogical actions: focus on the student, not on the research, to identify expectancies, difficulties and the potential of undergraduates; they consider UR as a complement to academic and professional education; they select students who are interested and have time available to dedicate themselves to research; they see conceptual and procedural gap of students as a responsibility of the mentoring, who can help them overcome such difficulties even to detriment of the development of more complex research; they organize the work environment to foster healthy interpersonal relations.
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Jagoda, Topalov. "Metakognicija i kognitivne strategije urazumevanju teksta u univerzitetskoj nastaviengleskog jezika." Phd thesis, Univerzitet u Novom Sadu, Filozofski fakultet u Novom Sadu, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=99561&source=NDLTD&language=en.
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Predmet istraživanja ove disertacije jesu strategije čitanja na engleskom jezikukoje čitaoci koriste prilikom razumevanja pročitanog teksta. Osnovni cilj istraživanjajeste najpre prikaz strategija čitanja koje koriste studenti koji pohađaju nastavuengleskog na univerzitetskom nivou, a zatim i analiza uspešnosti posebnokoncipiranog programa pod nazivom Kolaborativno strategijsko čitanje – KSČ(Klingner & Vaughn, 1996) u razvijanju veštine čitanja na engleskom jeziku, inventarastrategija čitanja tekstova na engleskom i učestalosti u njegovom korišćenju.Istraživanje sprovedeno za potrebe ove disertacije postavljeno je u kognitivni teorijskiokvir koji čitaoce tretira kao razumne, aktivne učesnike u procesu čitanja. U takvomokviru najpre se tumači veština čitanja na stranom jeziku i analizira se na koji načinrazličite kognitivne sposobnosti doprinose razumevanju pročitanog teksta; zatim serazmatraju strategije u okviru šireg teorijskog koncepta samoregulacije; konačno,Hipotezom inputa i interakcije postavlja se okvir za tumačenje interakcije u procesučitanja na stranom jeziku.Četiri ključna pitanja na koje je ovo istraživanje pokušalo da pruži odgovor su:(1) U kojoj meri je razvijeno strategijsko znanje u razumevanju teksta kod studenatakoji pohađaju časove engleskog jezika na univerzitetskom nivou? (2) Da li postojiznačajna razlika u razumevanju pročitanog teksta kod studenata koji su izloženistrukturisanom strategijskom inputu u okviru kooperativnih aktivnosti i onih koji sutakvom inputu izloženi u okviru tradicionalne, frontalne metode nastave? (3) Da lipostoji značajna razlika između metakognicije i strateške kompetencije u razumevanjupročitanog teksta kod studenata koji su izloženi strukturisanom strategijskom inputu uokviru kooperativnih aktivnosti i onih koji su takvom inputu izloženi u okvirutradicionalne, frontalne metode nastave? (4) Da li postoji razlika između strategijačitanja koje koriste uspešni i manje uspešni čitaoci prilikom razumevanja teksta naengleskom jeziku u zavisnosti od nastavne metode kojoj su čitaoci bili izloženi?Imajući u vidu složenost cilja i istraživačkih pitanja koja iz njega proističu uistraživanju su primenjene mešovite metode istraživanja tokom dve faze. Tokom prvefaze izvršeno je kvantitativno istraživanje deskriptivnog tipa s obzirom na to da je ciljbio da se opiše inventar strategija čitanja kod ispitanika i izmeri učestalost u njegovomkorišćenju. U prvoj fazi je u istraživanju učestvovalo 487 studenata koji studiraju nafilozofskim fakultetima u okviru jednog od tri univerziteta u Srbiji: na Filozofskomfakultetu u Novom Sadu (N1=203), na FILUMu u Kragujevcu (N2=132) i naFilozofskom fakultetu u Nišu (N3=152). Ispitanici su popunili Inventar strategijačitanja (Mokhtari & Sheorey, 2002), putem koga su prikupljeni podaci i izvršenastatistička analiza. Za potrebe istraživanja u drugoj fazi usvojen je istraživački nacrt ukome se kombinuju kvantitativne i kvalitativne metode. Primenjena je eksperimentalnametoda nacrta pred-test – post-test sa nejednakom kontrolnom grupom. U drugoj faziistraživanja učestvovalo je ukupno 50 studenata koji su na prvoj i drugoj godiniFilozofskog fakulteta u Novom Sadu pohađali časove vežbanja iz predmeta Engleski4jezik B2.1 i B2.2. U eksperimentalnoj grupi bilo je 24 studenta, dok je u kontrolnojbilo 26 studenata. U ovoj fazi istraživanja podaci su prikupljeni putem eksperimenta,upitnika i protokola čitanja naglas u cilju smanjenja subjektivnosti pri tumačenjurezultata. Kvantitativni podaci su prikupljeni u tri navrata, i to pre početkaeksperimenta, na polovini i po okončanju eksperimenta, dok su kvalitativni podaciprikupljeni nakon eksperimentalnog toka.Rezultati prve faze istraživanja pokazali su da se navike u upotrebi strategijačitanja kod studenata mogu dovesti u vezu sa polom, kontekstom učenja, prethodnomizloženosti strategijama i samoprocenom znanja. Rezultati druge faze istraživanjapokazali su da strukturisana grupna interakcija prilikom čitanja na engleskom jezikugeneralno povoljno utiče na razvoj veštine čitanja i razumevanja teksta, kao i na razvojveština samoregulacije. Glavna pedagoška implikacija sprovedenog istraživanja tiče seizražene potrebe za uvođenjem eksplicitne nastave strategija koje bi učenicimaposlužile kao pomoćno sredstvo za postizanje uspeha u razumevanju složenih tekstovai zahtevnih tema.This dissertation analyzes reading strategies that are employed by readersduring the process reading comprehension. The main goals of the research was first toestablish which reading strategies are used by students who are taking a course in EFLat the university level and then to analyze the effects of Collaborative strategicreading – CSR (Klingner & Vaughn, 1996), a specially designed instructionaltreatment aimed at improving students’ reading skills in the English language, theirstrategic inventory and the frequency of its use. The research reported in this thesis isset within a cognitive theoretical framework, which views readers as logical, activeparticipants in the process of learning. The theoretical considerations first included ananalysis of the reading skill in the context of foreign language learning and focused onthe ways in which different cognitive processes contributed to reading comprehension,which was followed by an examination of reading strategies within a broadertheoretical concept of self-regulation. The introduction of the Input and InteractionHypothesis set the basis for the interpretation of student interaction in the process offoreign language reading comprehension.The research reported in this dissertation investigated the following questions:(1) What is the extent to which strategic competence is developed among universityEFL students? (2) Is there a significant difference in reading comprehension scoresbetween the students who are engaged in cooperative reading activities within astructured strategic framework and the students who are taught within a teachercenteredapproach to reading instruction? (3) Is there a significant difference betweenmetacognition and strategic competence between the students who are engaged incooperative reading activities within a structured strategic framework and the studentswho are taught within a teacher-centered approach to reading instruction? (4) Is there asignificant difference between reading strategies used by successful and less successfulreaders during the process of reading comprehension with respect to the teachingapproach the students were exposed to?Bearing in mind the complexity of the research aim and its correspondingresearch questions, this investigation adopted a mixed methods design during tworesearch phases. The first phase was conducted within a quantitative framework sincethe goal was to describe the students’ strategic inventory and to measure the frequencyof its use. The investigation in the first phase included a total of 487 students studyingat the Faculty of Philosophy in Novi Sad (N1=203), at the Faculty of Philology andArts in Kragujevac (N2=132) and at the Faculty of Philosophy in Niš (N3=152). Theinstrument used in this phase included the Survey of Reading Strategies developed byMokhtari and Sheorey (2002). In the second phase, the research included acombination of qualitative and quantitative methods within a pre-test – post-testexperimental design. The experiment included a total of 50 first and second yearstudents studying at the Faculty of Philosophy in Novi Sad who were taking a coursein English as a faculty requirement. The experimental group included a total of 24students, whereas the control group included 26 students. Data collection methodsincluded reading comprehension tests, questionnaires and think-aloud protocols inorder to minimize the risk of a subjective interpretation of the results. The quantitative data were collected before the beginning of the experimental treatment, at the middleand in the end of the experiment, whereas the qualitative data were collected after theexperimental treatment was completed.The results of the first phase of research indicate that the use of readingstrategies among students can be tied to gender, the learning context, the previousexposure to reading strategies and the self-reported proficiency. The results of thesecond phase imply that the structured group interaction during the process of readingEnglish texts has a favorable effect on the development of the students’ reading andcomprehension skills, as well as their self-regulatory techniques. The mainpedagogical implication of the research concerns the need to introduce explicit strategyinstruction in EFL classes which would enable students to achieve success incomprehending complex texts and difficult topics.
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Sungur, Semra. "An implementation of problem based learning in high school biology courses." Phd thesis, Ankara : METU, 2004. http://etd.lib.metu.edu.tr/upload/12604717/index.pdf.
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Carré, Alice. "L'analyse des processus cognitifs comme aide à la formation initiale et au perfectionnement des traducteurs." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAL034/document.
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Les formations à la traduction pragmatique offrent un enseignement professionnalisant dense et multiforme. Or il n’est pas certain que les étudiants intègrent au mieux compétences déclaratives et opérationnelles, faute d’avoir suffisamment conscience de leurs méthodes de travail. Par ailleurs, les recherches sur l’expertise montrent qu’une formation initiale solide et des années d’expérience ne suffisent pas à garantir le développement optimal des compétences professionnelles. Outre un environnement de travail favorable au développement de ces compétences, la solution résiderait dans l’adoption d’une démarche d’apprentissage autorégulé.La présente contribution vise à évaluer la capacité des étudiants à adopter ponctuellement une telle démarche à la suite d’une séquence d’enseignement renforçant leurs compétences métacognitives. Une collecte de données de référence et deux expérimentations ont permis d’estimer l’effet de la régulation sur l’activité traduisante et d’évaluer l’intérêt du dispositif d’enseignement proposé.Il en ressort que les étudiants qui ont eu l’occasion d’analyser leurs propres processus cognitifs et de les comparer à ceux de leurs pairs et à ceux de professionnels présentant un degré élevé de régulation auraient les capacités d’agir consciemment sur leurs habitudes de travail. Ces résultats, qui demandent néanmoins à être vérifiés auprès de cohortes plus larges, indiquent que le dispositif d’enseignement proposé pourrait donner aux étudiants des clés pour intervenir sur leurs habitudes de travail et, plus largement, sur leur environnement de travail. Ce faisant, il s’inscrirait dans la dynamique actuelle qui sensibilise les étudiants en traduction à l’ergonomie cognitive, physique et organisationnelle au poste de travailTranslator training programmes comprise a wide range of contents and of instructional methods. But it would appear that students do not bridge the gap between declarative and procedural competences to the best of their abilities as a result of their lack of knowledge and understanding of their own working habits. Moreover, expertise research has shown that however robust the initial training, the mere accumulation of experience does not automatically lead to the optimal development of professional competence. The key to expertise would rest both in a suitable working environment and in deliberately self-regulated practice.The present contribution aims at assessing the ability of students to deliberately alter a given aspect of their translation habits after taking part in a workshop designed to strengthen their metacognitive skills. Reference data were collected and analysed to work out the effect of regulation on translating. Our proposed teaching sequence was then tested on two groups of students.It would seem that those students who were able to analyse their own habits and to compare them to those of their fellow students and of professional translators displaying a high level of regulation were able to consciously alter their working habits to a certain extent. Due to the limited number of participants, these results need confirmation through repetition on wider cohorts. But it seems that the proposed teaching sequence could provide students with a tool to proactively improve their working habits or their working environment. As such, it could be part of the wider movement of raising students’ awareness of the importance of cognitive, physical and organisational ergonomics at the workplace that is currently taking place in translator training
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Vossman, Strömberg Anneli. "Att förstå sitt lärande : En pilotstudie av högstadieelevers uppfattningar om metakognitiva frågor i ämnena bild och svenska." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153108.
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Syftet med pilotstudien är att pröva hur rekommenderade metoder för att uppmuntra elevers metakognitiva tänkande kan användas. Metakognition handlar om ”att lära att lära” och är relaterat till begrepp såsom återkoppling, självreglering och formativ bedömning. Forskning visar att elever som får träning i metakognition ökar sina prestationer. Ett av skolans mål enligt läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011/2017 är att eleverna ska utveckla förmågan att bedöma sina resultat. Jag har undersökt hur elever i årskurs sju besvarar och uppfattar metakognitiva frågor i ämnena bild och svenska. Eleverna svarade på metakognitiva frågor vid tre olika tillfällen: vid planeringen, under genomförande samt vid utvärderingen av arbetsuppgiften. I samband med frågorna svarade de även på en enkät om hur de uppfattade de metakognitiva frågorna. Avsikten är att använda pilotstudiens resultat för att bereda mark för en större studie. I studien har en kvalitativ forskningsmetod använts. Resultatet visar att det är väsentligt att lärarna tar reda på elevernas olika förförståelse för de metakognitiva frågorna. Majoriteten av elever upplever de metakognitiva frågorna som oanvändbara, men av olika skäl. Om eleverna inte förstår frågorna tycker de att frågorna blir något utöver arbetsuppgiften. Om eleverna har en hög metakognitiv förförståelse kommer de att anse att frågorna är överflödiga. De flesta eleverna upplevde att de metakognitiva frågorna tog tid från den uppgift de skulle genomföra. Några elever uttryckte stort missnöje, stor frustration och irritation över frågorna. För att metakognitivt tänkande ska kunna tränas metodiskt med avsedd effekt, måste eleverna vara motiverade. En nyckelfaktor är att eleverna förstår vad träningen ska leda till. Detta behöver läraren arbeta med på olika sätt med olika grupper av elever.This pilot study aims to test how recommended methods to promote students’ metacognitive thinking can be used. Metacognition is about “learning how to learn” and is related to conceptions like feedback, self-regulation and formative assessment. Research shows that students that get training in metacognition increase their performances. One of the goals according to the Swedish Curriculum for the compulsory school, preschool class and the recreation centre 2011/2017 is that students shall develop the ability to assess their results. I have examined how students in grade seven answer and apprehend metacognitive questions in the compulsory subjects Art and Swedish. The students answered metacognitive questions at three different times: when planning, when carrying through and when evaluating the task. In connection to answering the questions they also answered a questionnaire about their conception of the metacognitive questions. The intention is to use the result of the pilot study to prepare for a larger study. A qualitative research method has been used in this study. The result show that it’s substantial that the teachers find out about the students different preunderstanding of the metacognitive questions. The majority of the students find the metacognitive question useless, but for different reasons. If the students don’t understand the questions they think that the questions are something in addition to the task. If the students have a high metacognitive preunderstanding they will consider the questions as redundant. Most students thought that the metacognitive questions took time from the task they were supposed to do. Some students expressed great dissatisfaction, big frustration and irritation over the questions. To be able to train metacognitive thinking methodically with desired effect the students have to be motivated. A key factor is that the students understand what the training is supposed to leading. The teacher has to work in different ways with different groups of students with this.
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Österholm, Magnus. "Kognitiva och metakognitiva perspektiv på läsförståelse inom matematik." Doctoral thesis, Linköpings universitet, Tillämpad matematik, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-7674.
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Det verkar finnas en allmän uppfattning om att matematiska texter är så speciella att man måste få lära sig en särskild typ av läsförmåga för att förstå sådana texter. Denna uppfattning verkar dock inte vara baserad på forskningsresultat eftersom det visar sig inte finnas mycket forskning genomförd som behandlar läsförståelse inom matematik. Huvudsyftet med denna avhandling är att undersöka om det krävs speciella kunskaper eller förmågor för att läsa matematiska texter. Fokus ligger på studerandes läsning av olika typer av texter som behandlar matematik från grundläggande universitetsnivå. Detta studeras utifrån två olika perspektiv, dels ett kognitivt, där läsförmågor och ämneskunskaper studeras i relation till läsförståelse, och dels ett metakognitivt, vilket innefattar uppfattningar och hur man som läsare avgör om man förstått en text. I avhandlingen ingår tre empiriska studier samt teoretiska diskussioner som bland annat utgår från två litteraturstudier, den ena om egenskaper hos matematiska texter och den andra om läsning i relation till problemlösning. I de empiriska studierna jämförs dels läsning av matematiska texter med läsning av texter med annat ämnesinnehåll och dels läsning av olika typer av matematiska texter, där speciellt symbolanvändningen och om innehållet berör begrepp eller procedurer studeras. Dessutom undersöks hur studerande uppfattar sin egen läsförståelse samt läsning och texter i allmänhet inom matematik, och huruvida variationer i dessa uppfattningar kan kopplas till läsförståelsen. Resultat från studierna i denna avhandling visar att de studerande verkar använda en speciell sorts läsförmåga för matematiska texter; att fokusera på symboler i en text. För matematiska texter utan symboler utnyttjas en mer generell läsförmåga, det vill säga en läsförmåga som används också för texter med annat ämnesinnehåll. Men när symboler finns i texten läses alltså texten på ett särskilt sätt, vilket påverkar läsförståelsen på olika sätt för olika typer av texter (avseende om de berör begrepp eller procedurer). Jämfört med när den generella läsförmågan utnyttjas, skapas sämre läsförståelse när den speciella läsförmågan används. Det verkar finnas ett behov av att fokusera på läsning och läsförståelse inom matematikutbildning eftersom resultat visar att kurser på gymnasiet (kurs E) och på universitetet (inom algebra och analys) inte påverkar den speciella läsförmågan. De nämnda resultaten påvisar dock att det primärt inte nödvändigtvis handlar om att lära sig att läsa matematiska texter på något särskilt sätt utan att utnyttja en befintlig generell läsförmåga också för matematiska texter. Resultat från det metakognitiva perspektivet påvisar en skillnad mellan medvetna aspekter, såsom avseende uppfattningar och reflektion kring förståelse, samt omedvetna aspekter, såsom de mer automatiska processer som gör att man förstår en text när den läses, där också metakognitiva processer finns aktiva. Speciellt visar det sig att uppfattningar, som undersökts med hjälp av en enkät, inte har någon tydlig och oberoende effekt på läsförståelse. Utifrån de texter som använts och de studerande som deltagit verkar det som helhet inte finnas någon anledning att betrakta läsning av matematiska texter som en speciell sorts process som kräver särskilda läsförmågor. Studerandes utveckling av speciella läsförmågor kan istället handla om att de inte upplevt något behov av (eller krav på) att läsa olika typer av matematiska texter där likheter med läsning i allmänhet kan uppmärksammas och utnyttjas.There seems to exist a general belief that one needs to learn specifically how to read mathematical texts, that is, a need to develop a special kind of reading ability for such texts. However, this belief does not seem to be based on research results since it does not exist much research that focus on reading comprehension in mathematics. The main purpose of this dissertation is to examine whether a reader needs special types of knowledge or abilities in order to read mathematical texts. Focus is on students’ reading of different kinds of texts that contain mathematics from introductory university level. The reading of mathematical texts is studied from two different perspectives, on the one hand a cognitive perspective, where reading abilities and content knowledge are studied in relation to reading comprehension, and on the other a metacognitive perspective, where focus is on beliefs and how a reader determines whether a text has been understood or not. Three empirical studies together with theoretical discussions, partly based on two literature surveys, are included in this dissertation. The literature surveys deal with properties of mathematical texts and reading in relation to problem solving. The empirical studies compare the reading of different types of texts, partly mathematical texts with texts with content from another domain and partly different types of mathematical texts, where focus is on the use of symbols and texts focusing on conceptual or procedural knowledge. Furthermore, students’ beliefs about their own reading comprehension and about texts and reading in general in mathematics are studied, in particular whether these beliefs are connected to reading comprehension. The results from the studies in this dissertation show that the students seem to use a special type of reading ability for mathematical texts; to focus on symbols in a text. For mathematical texts without symbols, a more general reading ability is used, that is, a type of ability also used for texts with content from another domain. The special type of reading ability used for texts including symbols affects the reading comprehension differently depending on whether the text focuses on conceptual or procedural knowledge. Compared to the use of the more general reading ability, the use of the special reading ability creates a worse reading comprehension. There seems to exist a need to focus on reading and reading comprehension in mathematics education since results in this dissertation show that courses at the upper secondary level (course E) and at the university level (in algebra and analysis) do not affect the special reading ability. However, the mentioned results show that this focus on reading does not necessarily need to be about learning to read mathematical texts in a special manner but to use an existing, more general, reading ability also for mathematical texts. Results from the metacognitive perspective show a difference between conscious aspects, such as regarding beliefs and reflections about comprehension, and unconscious aspects, such as the more automatic processes that make a reader understand a text, where also metacognitive processes are active. In particular, beliefs, which have been examined through a questionnaire, do not have a clear and independent effect on reading comprehension. From the texts used in these studies and the participating students, there seems not do be a general need to view the reading of mathematical texts as a special kind of process that demands special types of reading abilities. Instead, the development of a special type of reading ability among students could be caused by a lack of experiences regarding a need to read different types of mathematical texts where similarities with reading in general can be highlighted and used.
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Sacco, Susy Generoso 1985. "Um estudo sobre hábitos e estratégias de aprendizagem na realização de lição de casa de alunos do ensino fundamental." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251385.
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Orientador: Evely BoruchovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
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Resumo: Pesquisas sobre a prática da lição de casa revelam que essa atividade pode ser favorável para estimular hábitos e uso de estratégias benéficos aos estudos extraescolares, assim como auxiliar na melhora do desempenho escolar do aluno. O presente estudo buscou conhecer a opinião dos estudantes a respeito da importância da atividade de lição de casa, investigar o relato de hábitos e uso de estratégias de aprendizagem na realização da atividade em questão por alunos do ensino fundamental, e verificar também se há relações entre o relato de hábitos e o uso de estratégias com o desempenho escolar dos discentes, o gênero e o ano escolar. Fizeram parte da pesquisa 280 estudantes dos seguintes anos: 3º, 5º, 7º e 9º do ensino fundamental, de duas escolas públicas do município de Piracicaba - SP. Os dados foram coletados por meio de uma questão aberta, na qual os alunos responderam sobre a importância da lição de casa e da aplicação da Escala de Avaliação de Hábitos e Estratégias Relativos à Realização da Lição de Casa. Para averiguar o rendimento escolar dos participantes, foram consultados o boletim de notas dos estudantes referente ao ano da coleta. Foi feita uma análise categorial para as respostas à questão aberta e sua descrição em percentagem. Os dados provenientes da escala foram estudados por meio de estatística descritiva e inferencial. Os resultados revelaram que a maioria dos alunos acreditam na importância da lição de casa. Encontrou-se correlação positiva entre o relato de hábitos e o uso de estratégias para a aprendizagem na realização da lição de casa e o desempenho escolar. No entanto, hábitos e estratégias favorecedores da aprendizagem não aumentaram necessariamente com o avançar dos anos escolares. As meninas revelaram utilizar com mais frequência do que os meninos hábitos e estratégias que favorecem a aprendizagem, durante a realização da lição de casa. Além disso, o sexo masculino relatou, com maior frequência, ter hábitos e fazer uso de estratégias que não são benéficas à aprendizagem. Os dados apontam a importância de se prescrever a atividade de lição de casa como uma ferramenta que pode contribuir para melhora do desempenho escolar dos alunos.
Abstract: Research on the practice of homework discloses that this activity may be favorable to stimulate habits and use of strategies beneficial to extra school studies, as well as, assist in improving the academic performance of student. The present study it searched to know the opinion of the students, regarding the importance of homework activity, investigate reports of habits and use of learning strategies, in the accomplishment the activity in question, for elementary students, and, also check for relationships between reporting habits and use of strategies with the academic performance of students, gender and school year. The participants of the search were 280 students be approximately 70 of each of the following year: 3º, 5º, 7º e 9º elementary school, from two public schools in the city of Piracicaba -SP. The data were collected through an open question, in which students had answered on the importance of homework, and the application of the Rating Scale Habits and Strategies Relating to the Achievement of Homework. To assess the participants' school performance, were consulted bulletin student grades and test results of Saresp, both, referring to the year of collection. A categorial analysis for the answers to the open question and its description in percentage was made. The data proceeding from the scale had been studied by means of descriptive and inferencial statistics. The results had disclosed that majority of the students believe in the importance of homework. A positive correlation was found between reporting habits and use of strategies for learning in the realization of homework and school performance. However, habits and strategies that favor the learning had not increased necessarily with advancing of the school years. The girls had disclosed to use with more frequency than the boys, habits and strategies that favor the learning, during the accomplishment of the homework. In addition, males reported more frequently have habits and use of strategies that are not beneficial to the learning. The data show the importance of prescribing activity homework as a tool that can contribute to improved performance of students.
Mestrado
Psicologia Educacional
Mestre em Educação
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Creighton-Lacroix, Wendy Denise. "The self-regulation of test anxiety using metacognitive strategy instruction." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0014/NQ59617.pdf.
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Gaythwaite, Edie. "METACOGNITIVE SELF-REGULATION, SELF-EFFICACY FOR LEARNING AND PERFORMANCE, AND CRITICAL THINKING AS PREDICTORS OF ACADEMIC SUCCE." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3459.
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The purpose of the study was to investigate whether metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking could be identified as predictors of student academic success and course retention among community college students enrolled in online, telecourses, and traditional Fundamentals of Speech (public speaking) courses. The study was conducted during the Fall 2005 semester at Valencia Community College (VCC). Data for this study were collected from participating students enrolled in either one of the two online, two telecourse, and two traditional face-to-face public speaking courses chosen for analysis. Fifty-seven participants answered Pintrich, Smith, Garcia, and McKeachie (1991) Motivated Strategies for Learning Questionnaire (MSLQ). Quantitative statistical analysis was used to investigate the impact of metacognitive self-regulation, self-efficacy for learning and performance, and critical thinking on academic success and course completion in the three delivery modes. Data were analyzed and found self-efficacy was a significant predictor of final course grade. There was a significant relationship between critical thinking and self-regulation but not final grade. Self-efficacy was a predictor of informative speech grade however; self-regulation and critical thinking were not. No variable was a significant predictor of course completion which may be due to the small sample size among students who took the survey and did not complete the course. There was no statistically significant difference found with self-efficacy, self-regulation, critical thinking and course type (online, telecourse, traditional).Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Znaidi, Adel. "Métacognition et apprentissage de l’écriture de textes narratifs : étude de l'autorégulation chez les élèves du 1er cycle de l’enseignement de base." Electronic Thesis or Diss., Université de Lorraine, 2020. http://www.theses.fr/2020LORR0038.
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L’apprentissage du FLE par un apprenant tunisien est une activité scolaire relativement complexe. En phase de production de textes narratifs, l’apprenant du cycle primaire se retrouve confronté à beaucoup de difficultés syntaxique, morphologique, interférentielle et surtout sémantique. Les démarches didactiques mises en œuvre par les enseignants pour l’apprentissage de l’écrit permettent de formaliser l’acte d’écriture. Néanmoins, les textes produits par les scripteurs novices comportent de nombreuses erreurs dues à des dysfonctionnements cognitifs. Le présent travail vise le repérage et l’analyse des difficultés liées à la cohérence textuelle dans les productions écrites des élèves en vue de comprendre et expliquer les processus cognitifs effectués par les apprenants en situation d’écriture. Cette procédure pourrait nous aider à concevoir des séquences de remédiation basées sur des activités métacognitives qui pourraient aider les apprenants à améliorer leurs performances scripturales. Les deux méthodes que nous avons expérimentées lors de la mise en œuvre des séquences pédagogiques nous ont permis de vérifier l’impact de la pratique de la métacognition sur les performances des scripteurs novicesThe learning French as a foreign language (FLE) by a Tunisian learner is a relativelycomplex school activity. In the phase of production of narrative texts, the elementary schoollearner is actually confronted with many syntactic, morphological, interferential and above allsemantic difficulties. The didactic procedures implemented by teachers to teach the writing skill, make it possible to formalize the act of writing. Nevertheless, the texts produced by novice writers still include many errors due to cognitive dysfunctions. The present work aims at identifying and analyzing the difficulties related to textual coherence in students' written productions in order to understand and explain the cognitive processes performed by learners in writing situations. This procedure could help us design remediation sequences based on metacognitive activities that could help learners improve their scriptural performance. The two experimental methods we used during the implementation of the pedagogical sequences enabled us to check the impact of metacognition practice on novice writers' performance
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Wilson, Edith E. "Metacognitions of flow experience : towards an understanding of the self-regulation of optimal experience." Thesis, London Metropolitan University, 2016. http://repository.londonmet.ac.uk/1144/.
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Flow has been described as a state of cognitive efficiency and intrinsic enjoyment, whereby a person feels at one with the activity. The existence of an autotelic personality’, an inter-individual difference dimension characterised by the propensity with which a person experiences flow, has been proposed, but the construct has proven to be relatively elusive. The overall aim of this PhD dissertation was to advance flow theory, and in particular enhance the knowledge of individual differences in flow experiences by the investigation of a new construct, flow metacognitions. Flow metacognitions were defined as people’s metacognitive knowledge and beliefs on flow as a state of optimal cognitive functioning. Building upon the concepts of adaptive and maladaptive metacognitions (Beer & Moneta, 2010; Wells, 2000) that were found to impact self-regulation efforts during demanding situations, it was postulated that people would also hold metacognitions on flow, a cognitive state of deep absorption usually elicited by a demanding activity. However, to date, flow metacognitions had not been defined, measured, or tested for their relevance in the context of flow experiences (or in other contexts of optimal experience). This dissertation presents four studies that were conducted to identify flow metacognitions, comprising the development and validation of a self-report questionnaire to measure them validly and reliably, as well as the examination of the scientific relevance of the operationalised constructs. Preliminary instances of potential flow metacognitions were identified in qualitative analyses, whereby the qualitative content of Flow Questionnaires (FQ, Csikszentmihalyi & Csikszentmihalyi, 1988) administered to a sample of 371 workers was analysed. In addition, semi-structured interviews with 12 workers were held about their experiences of flow in work (Study 1, Chapter 2). From these analyses, two broad metacognitions emerged: people’s beliefs in the ‘usefulness’ of being in flow, and individual differences in their beliefs and confidence in the self-regulation of flow experiences. Based on the metacognitive constructs identified in the qualitative analyses, a 53-item pilot Flow Metacognitions Questionnaire (FMQ) was developed and tested on a sample of 204 UK students. Exploratory factor analysis yielded a two-component solution, with item reduction procedures leading to a 12-item scale. Subsequent principal component analysis on the same sample confirmed that the 12 items loaded onto two main components: Beliefs that Flow Fosters Achievement (FMQ-1) and Confidence in Ability to Self-Regulate Flow (FMQ-2). The subscales explained a total of 52.4% of the variance; 28.3% for FMQ-1; and 24.1% for FMQ-2 (Study 2, Chapter 4). Confirmatory factor analysis performed on the data of a sample of 159 workers supported the two subscales of the final 12-item FMQ. After gathering evidence of the construct validity, the FMQ was used to test the impact of flow metacognitions on the frequency (measured by the FQ), and the intensity of people’s flow experiences, as measured by three well-established flow scales (the Short Dispositional Flow Scale-2, Jackson, Martin, & Eklund, 2008; the Flow Short Scale; Rheinberg, Vollmeyer, & Engeser, 2003; and the Short Flow in Work Scale, Moneta, 2012a). Flow was measured as a general disposition in the context of work. Analyses controlled for maladaptive metacognitions (MetaCognitions Questionnaire, Wells & Cartwright-Hatton, 2004), and adaptive metacognitions (Positive Metacognitions and Meta-Emotions Questionnaire, Beer & Moneta, 2010). Confidence in Ability to Self-Regulate Flow (FMQ-2) was found to be a significant predictor of the intensity and frequency of flow experiences in work, and outperformed established measures of flow, adaptive, and maladaptive metacognition. The results indicated a positive relationship between people’s confidence in self-regulating flow experiences and work-flow. Interestingly, people’s beliefs about the positive consequences of flow in terms of achievement did not predict flow in work (Study 3, Chapter 5). These findings supported the predictive and concurrent validity of the FMQ-2. Building upon these correlational findings, a longitudinal study was conducted in order to identify potential causal mechanisms between flow metacognitions and flow at work. A sample of 101 professionals took part in a two-wave longitudinal study by completing the FMQ and the three flow scales used in Study 3, measuring the experience of flow as a domain specific trait in the context of work. A series of structural equation models (SEM) supported a longitudinal causal relationship between FMQ-2 and flow. For FMQ-1, this relationship was not found (Study 4, Chapter 6). Overall, the findings from the four studies conducted in this dissertation indicate that the FMQ-2 could be conceptualised as an antecedent of flow and a marker of the autotelic personality, because it was found to causally influence people’s experience of flow in the work context. The dissertation concludes with an outline of its limitations as well as an outlook for future research. In particular, avenues for gaining a more in-depth understanding of the underlying processes with which flow metacognitions might influence the experience of flow, e.g. by investigating moment-to-moment variations of flow as a state, are given. It is believed that this PhD dissertation has met its aims by having identified a new and important construct that was found to be positively associated with flow as well as adaptive metacognitions. Furthermore, it has provided a starting point for future programmes of research – both in terms of flow and adaptive metacognitions, as well as applications in achievement contexts, in particular work environments.
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Queiroz, João Dias de. "A influência da motivação intrínseca e do engajamento multidimensional no desempenho do aluno, sob a perspectiva da sociedade do conhecimento." Faculdade de Educação da, 2017. http://repositorio.ufba.br/ri/handle/ri/24321.
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RESUMO - O objeto desta pesquisa é o aluno e determinados fatores essenciais que influenciam a maneira como ele aprende. Analisando a literatura existente sobre esse tema, foi identificada uma extensa lista de sugestões e proposições para solucionar os problemas enfrentados no ambiente escolar com relação à melhoria de desempenho, porém a maioria dessas propostas foca com maior ênfase o processo de ensino, deixando em segundo plano o processo de aprendizagem. Nesta pesquisa parte-se do pressuposto de que a motivação, que é inerente a cada aluno, é um fator essencial no processo de aprendizagem, e influencia positivamente o engajamento do aluno nas suas três dimensões – cognitiva, emocional e comportamental -, contribuindo para a melhoria de desempenho escolar. Abordando o problema de forma diferenciada, os aspectos de cultura digital e estilo de aprendizagem foram incorporados às dimensões de engajamento, o que permitiu uma análise mais abrangente e contemporânea do objeto de estudo. Na metodologia adotada foi realizada uma extensa pesquisa exploratória, envolvendo teorias de aprendizagem, motivação, engajamento, cultura digital e estilos de aprendizagem, seguida de um estudo de caso, utilizando uma amostra de conveniência, que serviu de protótipo para avaliar os pressupostos formulados. Desta forma, esse estudo caracteriza-se como uma pesquisa empírica aplicada, exploratória, descritiva e multidisciplinar, envolvendo as áreas de psicologia, educação e informática. Para o estudo de caso foi escolhida uma escola pública estadual localizada em Salvador, na Bahia, onde foram realizados levantamentos de dados em classes do 8o. ano do ensino fundamental, sendo realizadas visitas e aplicados questionários com 130 alunos, envolvendo as disciplinas de Língua Portuguesa, Matemática e Ciências. Os resultados da análise dos dados mostraram-se parcialmente aderentes às hipóteses levantadas, e apontam para um cenário em que o engajamento emocional tem maior influência sobre o desempenho escolar e a cultura digital é reconhecida como fator que influencia o engajamento dos alunos.
ABSTRACT - The object of this research is the student and ABSTRACT - certain key factors that influence the way he learns. Analyzing the existing literature on this topic, a long list of suggestions and proposals were identified to address the problems faced in the school environment in relation to the improvement of academic performance, but most of these proposals focus are more emphasized on the teaching process, leaving the learning process in a secondary plan. This research is based on the assumption that the motivation, that is inherent to each student, is an essential factor in the learning process and positively influences student engagement in its three dimensions - cognitive, emotional and behavioral -, contributing to the improvement of school performance. Approaching the problem in a differentiated way, aspects of digital literacy and learning style were incorporated into the dimensions of engagement, which allowed for a more comprehensive and contemporary analysis of the object of study. In the methodology adopted, an extensive exploratory research was carried out, involving learning theories, motivation, engagement, digital literacy and learning styles, followed by a case study, using a convenience sample, which served as a prototype to evaluate the assumptions formulated,. Therefore, this study is characterized as an empirical, applied, exploratory, descriptive and multidisciplinary research, involving the areas of psychology, education and computer science. For the case study, a state public school located in Salvador, Bahia was chosen, where data surveys were conducted in a 8th grade. of elementary school class, with visits and questionnaires being carried out with 130 students, involving disciplines of Portuguese, Mathematics and Science. The results of the data analysis were partially adherent to the hypotheses raised, and point to a scenario in which emotional engagement has greater influence on school performance and digital culture is recognized as a factor that influences students' engagement.
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Onoda, Sakae. "Self-regulation and its relation to motivation and proficiency." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/210107.
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Educational PsychologyEd.D.
This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable.
Temple University--Theses
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Jones, Brian Lindley. "Developmental Math Students' Calibrated Judgments of Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5995.
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Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these developmental math students were fairly accurate in their perceptions of their math performance. When inaccurate, students most commonly under estimated their performance. Students' accuracy was also greatly influenced by the difficulty of math questions on the tests. High performing students were consistently more accurate than lower performing students. Over the course of the study, students received feedback on their accuracy in an attempt to facilitate improved accuracy. Results indicated that students' accuracy decreased with time; likely this was due to the increase in the difficulty of math questions on each test.
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Ruan, Zhoulin. "Metacognitive knowledge in language learning and writing : a study of self-regulation in a Chinese ELT context." Thesis, University of Reading, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434348.
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Goss, Shannon Marie. "The Development of a Self-Report Scale Measuring Affective, Cognitive, and Metacognitive Dimensions Related to Study Skill and Self-Regulation Skill Utilization with Middle School Students." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415035345.
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Arumí, Ribas Marta. "Incidència d'una acció pedagògica dirigida a l'autoregulació. Dos estudis de cas a l'aula d'iniciació a l'aprenentatge de la interpretació consecutiva." Doctoral thesis, Universitat Pompeu Fabra, 2006. http://hdl.handle.net/10803/7583.
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L´objectiu d´aquesta tesi és analitzar com s´integra una acció pedagògica a l'aula d'interpretació consecutiva. Aquesta acció pedagògica es basa en un enfocament socioconstructivista i pretén fomentar els processos autoreguladors en l´aprenentatge. Es concreta en la incorporació d'una bateria de pautes metacognitives dissenyades específicament per a desenvolupar les habilitats que requereix l'aprenentatge de la interpretació consecutiva. El nostre centre d´interès és l'estudi del pas de l´heteroregulació a l´autoregulació mitjançant la incorporació de les pautes metacognitives, enteses com a instruments de mediació. Conceptualment, la recerca pren com a principals referents teòrics l'autonomia de l'aprenent i la relació d´aquest àmbit amb la teoria sociocultural i amb els processos d'autoregulació. Pel que fa a la metodologia, seguim els pressupòsits de la recerca etnogràfica i els de l'aproximació ecològica de la recerca.
Un dels reptes importants d'aquest tipus de recerca és el de trobar un model d'anàlisi que serveixi de base per a l'estudi de les dades resultants de la reflexió metacognitiva. Per fer-ho, ens hem aproximat a l´anàlisi del discurs. Un cop segmentades les dades, per a l'anàlisi interpretativa hem tingut en compte, entre altres, els aspectes següents:
a) la relació que s'estableix entre els enunciats a través dels marcadors i els connectors del discurs
b) la localització temporal
c) la modalització i la polifonia de veus en el discurs.
Entre els resultats obtinguts, destaca que els instruments ´diari de l´aprenent- i ´pauta metacognitiva- esdevenen formes vàlides per a verbalitzar la reflexió metacognitiva. I també que l´autoregulació de l'aprenentatge es desenvolupa en un procés de reflexió, cíclic i dinàmic. En aquest procés es fan evidents diversos graus o nivells. Identificar-los ajuda a integrar i a treballar el component metacognitiu a l´aula. I ha de permetre elaborar un programa d´aprendre a aprendre enfocat a l'ensenyament de la interpretació consecutiva. Un programa que respecti els microprocessos relacionats amb els nivells de consciència identificats i que, a la vegada, esdevingui útil per a propòsits didàctics.
El objetivo de esta tesis es analizar cómo se integra en el aula de interpretación consecutiva una acción pedagógica basada en un enfoque socioconstructivista y que pretende fomentar los procesos autoreguladores en el aprendizaje. Esa acción se concreta en la incorporación de una batería de pautas metacognitivas diseñadas específicamente para desarrollar las habilidades que requiere el aprendizaje de la interpretación consecutiva. Nuestro interés se centra en el paso de la heteroregulación a la autorregulación mediante la citada incorporación de pautas metacognitivas entendidas como instrumentos de mediación.
Conceptualmente, la investigación adopta como principales referentes teóricos la autonomía del aprendiz en su relación con la teoría sociocultural y con los procesos de autorregulación. En cuanto a la metodología, seguimos los presupuestos de la investigación etnográfica y los de la aproximación ecológica a la investigación.
Uno de los retos fundamentales de ese tipo de investigación consiste en hallar un modelo de análisis que sirva de base para el estudio que permita estudiar los datos resultantes de la reflexión metacognitiva. A tal fin partimos del análisis del discurso, procediendo de modo que, una vez segmentados los datos, se lleva a cabo una interpretación de los mismos definida según los siguientes criterios:
a) la relación que se establece entre los enunciados recurriendo a los marcadores y conectores discursivos
b) la localización temporal
c) la modalización y la polifonía de voces en el discurso.
Entre los resultados más destacados del presente trabajo cabe citar, por una parte, que los instrumentos 'diario del aprendiz' y 'pauta metacognitiva' resultan fórmulas válidas para verbalizar la reflexión metacognitiva. Por otra parte, hay que referirse al hecho de que la autorregulación del aprendizaje se desarrolla en un proceso de reflexión cíclico y dinámico en el que se dan distintos grados o niveles, la identificación de los cuales permite integrar y trabajar el componente metacognitivo en el aula. Ello, por su parte, debe posibilitar la elaboración de un programa de ´aprender a aprender- aplicado a la didáctica de la interpretación consecutiva y que se ajuste a los microprocesos relacionados con los niveles de conciencia metacognitiva identificados.
The purpose of this research is to analyse how a teaching action is integrated into the consecutive interpreting classroom. This teaching action is based on a socio-constructivist approach and attempts to encourage self-regulation processes in learning. The action takes the form of a battery of metacognitive guides designed specifically for developing the skills required for learning consecutive interpreting.
Our focus of interest is the study of the move from hetero-regulation to self-regulation through the incorporation of instruments of mediation - the metacognitive guides - designed to develop the skills required for learning consecutive interpreting.
Conceptually, the research takes as its main theoretical references learner autonomy and the relationship of this field with socio-cultural theory and the processes of self-regulation. As for methodology, we follow the criteria of ethnographic and ecologial approach to research.
One of the important challenges of this kind of research is finding a model of analysis that serves as a basis for studying the data resulting from metacognitive reflection. To do this, we have used a discourse analysis approach. Once the data has been segmented, for the interpretive analysis we have taken into account the following aspects, among others:
a) the relationship between the sentences through the markers and connectors;
b) the location in time;
c) the modalization and the polyphony of voices in the speech.
Among the main results obtained, the mediation instruments, ´learner´s diary- and ´metacognitive guide-, prove to be valid forms for verbalizing metacognitive reflection. Also, that self-regulation of learning is developed in a cyclical and dynamic reflection process. In this process, different degrees or levels become clear. Identifying them helps to integrate and work with the metacognitive element in the classroom. And it should make it possible to draw up a learning-to-learn program focused on teaching consecutive interpreting: a program that respects the micro-processes related to the levels of consciousness identified and which, at the same time, should prove useful for teaching purposes.
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Granger, Benjamin P. "Enhancing Training Outcomes in the Context of e-Learning: The Impact of Objective Learner Control, Training Content Complexity, Cognitive Load, Learning Goal Orientation, and Metacognitive Strategies." Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4326.
Full textAbstract:
Learner-controlled e-learning has become a preferred medium for the delivery of organizational training. While e-learning offers organizations and trainees many advantages, it also comes with several potential disadvantages. The aim of this study was to explore the relative efficacy of learner- and program-controlled e-learning for content that differs in its complexity. This study also explored cognitive load as a differential mediator of the interaction between learner control and training content complexity for predicting cognitive and behavioral learning outcomes. Finally, learning goal orientation was explored as a motivational individual difference that helps learners cope with complex, learner-controlled e-learning environments. Results suggest that while there is little difference between learners in learner- and program-controlled e-learning environments for content that is relatively simple in nature, complex, learner-controlled e-learning environments are detrimental to cognitive learning relative to complex, program-controlled environments. Moreover, the results suggest that this interaction is differentially mediated by cognitive load, suggesting that complex, learner-controlled environments induce high cognitive demands onto learners which ultimately inhibit cognitive learning. Finally, learning goal orientation was identified as more facilitative individual difference in learner-controlled e-learning environments relative to program-controlled and simple training environments. Theoretical and practical implications of these findings are also discussed.
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Ness, Bryan 1976. "An evaluation of the effects of teaching students in a resource classroom a self-regulated assignment attack strategy." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10236.
Full textAbstract:
xiii, 117 p. : ill. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.Students who struggle academically frequently lack or are unable to apply cognitive-motivational processes imperative for self-regulated learning. It is increasingly evident that deficits in self-regulation are a shared characteristic across students who qualify for special education. For example, impaired executive functions, or the cognitive processes responsible for managing and directing goal-directed activity, is a prevalent symptom domain across students with diverse special education identifications. Higher-order cognitive deficits become increasingly relevant as students progress to the secondary level as this transition necessitates the use of more complex organizational schemes to manage increased academic workload. Assignment management is a particularly challenging task for these students as poor organizational skills and lack of strategic approach translate to excessive time spent on assignments, lost materials, and negative attitude toward academic work. There is a growing body of research suggesting interventions targeting self-regulation have potential to improve performance on complex academic tasks such as assignment completion. Broadly speaking, these interventions are referred to as "self-management" strategies and are intended to help students actively reflect on their own cognitive and learning processes while engaged in academic tasks. The purpose of this study was to evaluate the impact of self-management strategy instruction on student "Assignment Attack" and related academic, behavioral, and cognitive variables. This study extended a line of inquiry examining implementation and efficacy of interventions targeting organized, independent student completion of assignments in resource contexts for adolescents who qualify for special education. Utilizing a multiple baseline, across participants research design, this study revealed positive effects of a Self-Regulated Assignment Attack Strategy (SAAS) on assignment attack and teacher-reported student behavior during assignment completion. The results indicated the effect was domain specific with minimal generalized improvement to the other academic, behavioral, or cognitive outcome measures. A discussion of the results is provided focused on the implications of improved assignment attack, generalization, and measurement challenges. Suggestions for further research in this area are provided.
Committee in charge: McKay Sohlberg, Chairperson, Special Education and Clinical Sciences; Robert Horner, Member, Special Education and Clinical Sciences; Richard Albin, Member, Special Education and Clinical Sciences; Bonnie Todis, Member, Not from U of 0; Thomas Dishion, Outside Member, Psychology
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Marini, Janete Aparecida da Silva 1969. "Aprendizagem autorregulada de estudantes de pedagogia : suas estratégias de aprendizagem, teorias implícitas de intelegência e variáveis motivacionais." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/250749.
Full textAbstract:
Orientador: Evely BoruchovitchTese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-21T11:10:32Z (GMT). No. of bitstreams: 1 Marini_JaneteAparecidadaSilva_D.pdf: 1148683 bytes, checksum: 804f941d8486be1cbaa843c124be5fb7 (MD5) Previous issue date: 2012
Resumo: A autorregulação é todo ato intencional que, agindo sobre os mecanismos de aprendizagem, favorece sua progressão e/ou redirecionamento. É um aspecto importante no processo de ensino que contribui para a organização do ato de aprender. Estudantes autorregulados utilizam uma série de estratégias cognitivas, metacognitivas e motivacionais que permitem a construção de conhecimentos relevantes. O presente estudo teve por objetivo conhecer as variáveis associadas à autorregulação da aprendizagem em estudantes de Pedagogia. Mais precisamente, investigou suas Teorias Implícitas de Inteligência, suas motivações e uso de estratégias de aprendizagem e autoprejudiciais. Na coleta de dados foram utilizados: Escala de Avaliação das Estratégias de Aprendizagem, Escala de Avaliação da Motivação para Aprender de Estudantes Universitários, Escala de Teorias Implícitas de Inteligência e Escala de Uso de Estratégias Autoprejudiciais. Foram aplicadas, também, três atividades autorreflexivas: duas referentes ao uso de Estratégias de Aprendizagem e uma relativa às Estratégias Autoprejudiciais. A amostra foi composta por 107 estudantes do curso de Pedagogia, com faixa etária entre 18 e 46 anos, provenientes de duas Instituições de Ensino Superior do Estado de São Paulo. As respostas dos participantes para as atividades autorreflexivas foram examinadas qualitativamente pela análise de conteúdo. Os resultados das escalas e de questões fechadas, por sua vez, foram estudados pela estatística descritiva e inferencial. Observou-se que os participantes reportam fazer uso expressivo das estratégias de aprendizagem, apresentam motivação predominantemente intrínseca para aprender, possuem concepção de inteligência incremental, bem como que quanto maior o uso das estratégias de aprendizagem, menor a adoção de estratégias autoprejudiciais. Correlações entre o uso das estratégias de aprendizagem, motivação intrínseca, motivação para aprender e autoprejudiciais foram encontradas. Entre os estudantes acima de trinta anos, houve relato mais frequente de uso das estratégias de aprendizagem e maior motivação para aprender. Espera-se, que o presente estudo contribua para ampliação dos conhecimentos sobre as variáveis associadas à autorregulação da aprendizagem, bem como para o desenvolvimento de ações voltadas à melhoria da autorregulação da aprendizagem dos estudantes de Pedagogia.
Abstract: Self-regulation is any intentional act that operates on the mechanisms of learning, promotes progression and redirection. It is an important aspect in the learning process that contributes to the organization of the act of learning. Self- regulated students use a variety of cognitive, metacognitive and motivational strategies that allow the construction of relevant knowledge. The present study aims to understand the variables associated with self- regulated learning in a sample of students in undergraduate programs of Pedagogy. More precisely, it investigates their Implicit Theories of Intelligence, their motivations and the use of learning and self-handicapping strategies. Different tools were employed for the data collection: Scale of Assessment of Learning Strategies, Scale for Evaluation of Motivation to Learn for University Students, Implicit Intelligence Theories Scale and Self-handicapping Strategies Scale. Three self-reflective activities were also applied: two related to the use of Learning Strategies and one to the Selfhandicapping Strategies. The sample consisted of 107 undergraduate students of Pedagogy, aged between 18 and 46, from two private universities in the State of São Paulo. Content analysis was the method used to examine participants' responses to the self-reflective activities. Descriptive and inferential statistics methods were used to examine the results of the scales and closed questions. It was observed that participants report expressive use of the learning strategies, present predominantly an intrinsic motivation to learn orientation and have incremental intelligence conception. It was also noticed that the higher the report of use of learning strategies, the lower the report of employment of self-handicapping strategies. Correlations among the use of learning strategies, intrinsic motivation, motivation to learn and self-handicapping strategies were found. Reports of use of learning and higher motivation to learn strategies were more frequent among the students over thirty years old. It is the hope that this study can contribute to increase the understanding of the variables associated with the self-regulation of learning, as well for the development of educational practices oriented towards improving self-regulation of undergraduate Pedagogy students.
Doutorado
Psicologia Educacional
Doutora em Educação
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Friedrich, Katja. "Selbstständig(er) durch Selbst- und Fremdeinschätzung? : Möglichkeiten und Grenzen der Förderung von Metakognitionsstrategien bei Schülerinnen und Schülern durch "Ich-kann"-Checklisten ; Ergebnisse einer gezielten Intervention im Fach Deutsch in der 7. gymnasialen Jahrgangsstufe." Phd thesis, Universität Potsdam, 2012. http://opus.kobv.de/ubp/volltexte/2013/6641/.
Full textAbstract:
Neben der Frage nach der leistungssteigernden Wirkung von sogenannten "Ich-kann"-Checklisten auf die Metakognitionsstrategien der Schülerinnen und Schüler, geht die Arbeit auch den Fragen nach, welche Schülerinnen und Schüler "Ich-kann"-Checklisten nutzen, in welcher Form und unter welchen Kontextmerkmalen sie am wirksamsten sind. Dabei handelt es sich um Listen mit festgelegten, fachlichen und überfachlichen Kompetenzen einer bzw. mehrerer Unterrichtseinheiten, die in Form von „Ich-kann“-Formulierungen für Schüler geschrieben sind und die Aufforderung einer Selbst- und Fremdeinschätzung beinhalten.
Blickt man in die Veröffentlichungen der letzten Jahre zu diesem Thema und in die schulische Praxis, so ist eine deutliche Hinwendung zur Entwicklung und Arbeit mit „Ich-kann“-Checklisten und Kompetenzrastern zu erkennen. Umso erstaunlicher ist es, dass diesbezüglich so gut wie keine empirischen Untersuchungen vorliegen (vgl. Bastian & Merziger, 2007; Merziger, 2007).
Basierend auf einer quantitativen Erhebung von 197 Gymnasialschülerinnen und -schülern in der 7. Jahrgangsstufe im Fach Deutsch wurde über einen Zeitraum von zwei Jahren diesen übergeordneten Fragen nachgegangen.
Die Ergebnisse lassen die Aussagen zu, dass "Ich-kann"-Checklisten insbesondere für Jungen ein wirksames pädagogisches Instrument der Selbstregulation darstellen. So fördert die Arbeit mit "Ich-kann"-Checklisten nicht nur die Steuerung eigener Lernprozesse, sondern auch die Anstrengungsbereitschaft der Schülerinnen und Schüler, mehr für das Fach tun zu wollen. Eine während der Intervention erfolgte Selbsteinschätzung über den Leistungsstand mittels der "Ich-kann"-Checklisten fördert dabei den freiwilligen außerunterrichtlichen Gebrauch.This paper examines the performance enhancing effect of so called “Can Do” checklists on the metacognitive strategies of 13 to 14 year old Gymnasium students. This study analyzes which students actually use “Can Do” checklists, in what form they apply them, and the specific circumstances in which they appear to be most effective. These checklists define fundamental, subject-specific, and interdisciplinary competencies that are formulated into written “Can Do” lessons that require both self-assessment and third-party assessment. The increasing development and application of “Can Do” checklists and performance metrics is clearly seen both in the recent scholarly papers that address this issue and in classroom practice. The fact that this trend is emerging despite the lack of empirical studies is particularly surprising (e.g. Bastian & Merzinger, 2007; Merzinger, 2007). These salient questions were examined through analysis of a two-year quantitative survey that monitored two consecutive classes of 197 Gymnasium students in their German class during their 7th academic year. The results of this study indicate that “Can Do” checklists are an effective pedagogical tool for self-evaluation especially for boys. Applying this methodology both fosters self management of the learning process and motivates the student to invest more effort into the subject. The benefits of continuous performance self-assessment using “Can Do” checklists also transfer voluntarily beyond the classroom.
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"Metacognition in writing: the effect of self-regulation training on revision." Chinese University of Hong Kong, 1993. http://library.cuhk.edu.hk/record=b5887755.
Full textAbstract:
by Lee Kam-hung.Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1993.
Includes bibliographical references (leaves 135-142).
TABLE OF CONTENTS --- p.i
LIST OF TABLES --- p.iv
LIST OF FIGURES --- p.v
ABSTRACT --- p.vii
Chapter CHAPTER 1 --- INTRODUCTION --- p.1
Chapter 1.1 --- Background of the Study --- p.1
Chapter 1.2 --- Purpose of the Study --- p.4
Chapter 1.3 --- Significance of the Study --- p.5
Chapter CHAPTER 2 --- REVIEW OF LITERATURE --- p.6
Chapter 2.1 --- Emphasis of Writing Instruction --- p.6
Chapter 2.2 --- Stage Models of Writing --- p.7
Chapter 2.3 --- Significance of Revision --- p.10
Chapter 2.4 --- Definition of Revision --- p.10
Chapter 2.5 --- Measurement of Revision --- p.25
Chapter 2.6 --- Empirical Findings in Revision --- p.34
Chapter 2.7 --- Definition of Metacognition --- p.42
Chapter 2.8 --- Research on Metacognition and its Application --- p.49
Chapter 2.9 --- Metacognitive View of Revision --- p.51
Chapter 2.10 --- Intervention Studies on Revision --- p.55
Chapter CHAPTER 3 --- DESIGN OF THE STUDY --- p.63
Chapter 3.1 --- Hypotheses --- p.63
Chapter 3.2 --- Pilot Study --- p.63
Chapter 3.3 --- Subjects --- p.78
Chapter 3.4 --- Procedure --- p.79
Chapter 3.4.1 --- Pretest --- p.79
Chapter 3.4.2 --- The Training Programme --- p.80
Chapter 3.4.3 --- Posttest --- p.84
Chapter 3.5 --- Quality Rating --- p.84
Chapter 3.6 --- Data Analysis --- p.86
Chapter CHAPTER 4 --- RESULTS --- p.89
Chapter 4.1 --- Results from Data Analysis and Quality Rating --- p.89
Chapter 4.2 --- Results from Observation --- p.104
Chapter 4.3 --- Results from Retrospective Interviews --- p.110
Chapter CHAPTER 5 --- DISCUSSION --- p.122
Chapter CHAPTER 6 --- CONCLUSION AND IMPLICATIONS --- p.132
BIBLIOGRAPHY --- p.135
APPENDICES
APPENDIX A Integrated Learning Strategies Curriculum --- p.143
APPENDIX B Learning Strategies Taught in the Cognitive Academic Language Learning Approcah (CALLA) --- p.145
APPENDIX C The Writing Task Used in the Pilot Study and the Pretest (Writing Task1) --- p.147
APPENDIX D Questions Asked in the Interview after the Completion of the Writing Task --- p.148
APPENDIX E Part of a Sample Essay with Revision Marks Analyzed with reference to Stages --- p.149
APPENDIX F Questions Asked in the Interview after the Revision Session --- p.150
APPENDIX G The Quality Rating Scales --- p.151
APPENDIX H Quality Assessment Form Adapted from Bernhardt's Quality Rating Scales --- p.152
APPENDIX I Examples of Verbal Protocols in the Interview --- p.153
APPENDIX J A Comparison between the Performance of the Performance of the School Involved in the Study in English Language (Syllabus B)in the 1991 Hong Kong Certificate of Education Examination (the HKCEE) with the Overall Performance in Hong Kong --- p.154
APPENDIX K Essential Components of Revision --- p.155
APPENDIX L Correcting Faults in Usage --- p.156
APPENDIX M Revision Guidelines --- p.157
APPENDIX N The Writing Task Used in the Posttest (Writing Task2) --- p.158
APPENDIX O Numbers of Revisions (per 100 words) of the Subjects in the Main Study at Different Stages --- p.159
APPENDIX P Numbers of Different Types of Revisions (per 100 words) of the Subjects in the Main Study throughout the Three Stages --- p.160
APPENDIX Q Breakdown of the Stage III Revisions (per 100 words) of the Subjects in the Main Study by Type --- p.161
APPENDIX R Percentages of Good Revisions of the Subjects in the Main Study at Different Stages --- p.162
APPENDIX S Excerpts of the Retrospective Protocols of the Subjects in the Main Study --- p.163