Development Of Metacognitive Abilities Research Articles

Metacognitive Ability and Academic Self-Efficacy: Their Relations to Role Transition as Perceived by Nursing students

Background: Nursing students are challenged to think and impart in ways that will prepare them for practical work in a complex healthcare environment, Metacognition ability refers to an individual’s knowledge of his thinking allowing them to design their thinking properly. In addition, high self-efficacy enhances students' accomplishment and personal well-being since student with high assurance in their capabilities approach difficult tasks as challenges to be mastered. Aim: To explore metacognitive ability and academic self-efficacy and their relation to role transition as perceived by nursing students. Design: Descriptive correlation design was utilized. Setting: The study was conducted at Faculty of nursing, Benha University. Subjects: A convenient sample of 4th year nursing students who enrolled in nursing administration department in the first term of academic year 2020/2021, the final number of sample size was 214. Tools: Three tools were used for data collection as follows; Metacognitive ability scale, Academic self-efficacy scale and Modified Perceptions of role transition questionnaire. Results: Two thirds of nursing students have high level of metacognitive abilities, more than half of them have high level of academic self-efficacy and more than two fifth perceived role transition moderately. Conclusion: There was a highly statistically significant correlation between metacognitive ability and academic self-efficacy, and a highly statistically significant positive correlation between academic self-efficacy and role-transition. Recommendations: Implementing learning strategies that promote nursing students' development of metacognitive abilities, studying the impact of academic self-efficacy and meta-cognitive ability on clinical decision-making ability among nursing students. And providing an orientation program for nursing students about role transition.

FOUNDATION PHASE STUDENTS’ METACOGNITIVE ABILITIES IN MATHEMATICS CLASSES: REFLECTIVE CLASSROOM DISCOURSE USING AN OPEN APPROACH

The research findings describe a model of experiential learning that promotes the development of foundation phase student teachers’ metacognitive abilities for mathematics through classroom reflective discourse using an open approach. A case study was carried out on two foundation phase mathematics classes in South Africa’s universities; data were collected through observation and focus group interviews. The research’s main findings indicated that student teachers’ interest in reflective classroom discourse is important using an open-approach-based mathematics class, which helped pave the way for the student teachers to exhibit metacognitive abilities relevant to the teaching and learning steps of a foundation phase mathematics class. Deciding on the type of problem to work on, posing open-ended problems to colleagues for discussion in class, stimulating students’ reflective self-centred learning, whole-class discussion, comparison of a particular problem and summarising important information for self-development in teaching and learning through connecting students’ mathematical ideas all formed part of reflective classroom discourse. Recommendations were made for further development of metacognitive abilities. Keywords: mathematics class, metacognitive strategies, open approach, preservice teachers, reflective classroom, school learners, student teachers.

СТРАТЕГІЇ МЕТАКОГНІТІВНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН


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

The Interplay of Processing Efficiency and Working Memory with the Development of Metacognitive Performance in Mathematics

The present study outlines a specific three level hierarchy of the cognitive system and especially the relations of specific cognitive and metacognitive processes in mathematics. The emphasis is on the impact of the development of processing efficiency and working memory ability on the development of metacognitive abilities and mathematical performance. We had used instruments measuring pupils´ metacognitive ability, mathematical performance, working memory and processing efficiency. We administered them to 126 pupils (8-11 years old) three times, with breaks of 3-4 months between them. Results indicated that the development of each of the abilities was affected by the state of the others. Particularly, processing efficiency had a coordinator role on the growth of mathematical performance, while self-image, as a specific metacognitive ability, depended mainly on the previous working memory ability.

Pay attention please!

Students who learn to fail and fail to learn as a result of attention and . concentration problems can be assisted. A number of authors have considered the importance of understanding how children learn when aiming to assist students with learning problems and consider metacognitive ability may provide a framework for considering how students learn. This article examines some crucial factors that facilitate the development of metacognitive abilities for children experiencing attention and concentration problems. The author focuses on the importance of teacher modelling, explicit teaching/learning approaches, developing an internal locus of control and specific teaching of intelligent behaviours, as crucial to the learning process. The author aims to provide a variety of very practical strategies to assist teachers of students who display considerable difficulties attending and concentrating in the classroom.

Do Computers Affect ‘The Mind’?

It has been claimed that computers affect the way children think and learn, yet no research has examined the capacity of computer interaction to affect “the minds” of young children. This study aimed to examine the relation between computer use and the development of metacognitive abilities, in particular the child's theory of mind and mental time travel. The parents of forty preschool children were surveyed as to whether there was a computer in the home, accessibility of a computer at home or elsewhere, and the frequency of use by their child. Each child was given a battery of tests measuring mental age, source memory, false-belief understanding, the ability to dissociate past from present, and to predict future knowledge. In addition, the children were observed during choice play, and the amount and level of social play, as well as the frequency of other play with conventional materials was calculated. Results showed a significant and positive relation between various measures of computer use and metacognition. Except for an association with single toy play, computer use was not related to the frequency of social or other play behavior. It is suggested that computer interaction is qualitatively different from other play activities that the child engages in, and this is due to specific task demands associated with computer use. That is, computer interactions promote the assumption of an intentional stance which must be observable and explicit. Communication with a computer, therefore, affords the child opportunities that foster the development of representational ability which forms the basis for mental time travel and mature social thinking about self and others.