Development Of Metacognitive Skills Research Articles

An Investigation into the Effectiveness of Metacognitive Skills Development Training at University Level

This was an experimental study that has been conducted while taking BS Physics students from a Public sector university based in Lahore. The independent variable for the study was the Metacognitive skills development strategy (Thinking Aloud) enhanced with Cooperative Learning whereas the students' Metacognitive skills were the dependent variable. The sample (two groups, comprising 35 students in each) for the study has been selected with the help of Convenient Sampling. One of them was the experimental whereas the other was a controlled group. The Quasi-Experimental nonequivalent pretest-posttest control group design was used for the conduction of this research. The researcher used a performance test named "Metacognitive Skills Assessment Tool" (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) for the data collection. The results show that the intervention has a considerable impact on the development of university students' metacognitive abilities.

What is New in Metacognition Research? Answers from Current Literature

Metacognition has become a key element in learning processes. Its advantages include increasing awareness of one’s cognitive processes and promoting autonomous, critical, reflective, self-regulated, and self-directed learning. Given its increasing relevance in the academic and scientific community in recent years, this article maps the evolution of metacognition using the tree metaphor to establish the main research approaches emerging today. Through a network analysis of publications in WoS and Scopus and using tools such as Bibliometrix, ToS, and Gephi, the main documents, authors, countries, journals, and fundamental lines of work in metacognition research were identified: evaluation of metacognition in children, metacognition in student education, self-regulation skills, and metacognition in mathematical performance. The results suggest that the development of metacognitive skills has migrated to specific fields such as chemistry, mathematics, and arithmetic, with the latter two showing the most progress in implementing these practices to improve learning outcomes. Additionally, the findings highlight that while teachers consider metacognition necessary for their students’ learning, they do not always have the knowledge and skills to teach and apply it effectively.

Development of Students’ Metacognitive Skills by Means of Educational Technologies in ESP Instruction at University

Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.

Strategi Membaca Pada Pembelajaran Bahasa Indonesia Di Sekolah Dasar Kelas Tinggi

Learning to read in elementary schools is considered very important. This is due to the fact that learning to read plays not only a role in improving a child's language skills, but not only the ability of that, namely to improve students in learning other subjects. However, the teaching of reading in elementary schools is still below standard and far from expectations. This is because the development of children's reading habits is still not the main emphasis in learning to read in elementary schools. In addition, learning to read is still considered monotonous and boring. Some educators continue to use this method ineffectively when teaching students to read. On the other hand, the instructor ignores the development of students' metacognitive skills through mastery of various reading methods. Students who are still considered to have relatively low reading skills are likely to be affected by this situation. This paper provides a number of alternative reading learning techniques that are expected to improve students' understanding of basic school reading, especially in the high grades.

Práctica docente centrada en el desarrollo de habilidades Metacognitivas

The purpose of this study was to determine the existing level of teaching practice focused on the development of metacognitive skills in teachers of public and private educational institutions in Lima, as well as the existing differences between the associated factors, according to gender, academic grade, work situation and educational level where they work; due to the constant social changes that occur in the global context, teachers are required to manage appropriate and relevant strategies that promote the achievement of learning and autonomy of students. This study was quantitative, non-experimental, descriptive and comparative. The Teaching Intervention Scale oriented to Promote Metacognition in the Classroom (EIDOPMA) proposed by Romo et al. (2020), was the instrument, which was applied through a Google form, the sample group consisted of 384 teachers from public and private schools in Lima. The research shows that there were no significant differences in the metacognitive practice of teachers according to gender, academic grade, work situation and educational level; however, descriptively there are some differences.

How Teachers Can Promote Assessment for Learning During All Phases of Learning.

Assessment for Learning (AFL) includes all educational activities designed to improve teaching and learning through gathering, sharing, and acting on information. AFL expands on the concept of formative assessment-which focuses mainly on an in-the-moment assessment activity-to include all processes that facilitate teachers and learners actively seeking and interpreting evidence to guide learning. AFL involves teachers and learners as partners and uses evidence to identify what the learner needs to learn (planning), review where the learner is in their learning (observing), and strategize how to maximize learning (supporting). 1 We provide the following guidelines for teachers to implement AFL within these 3 phases of a learning activity. Teachers should tailor their choice of AFL strategies to suit their relationship with the learner and learning environment context, aiming to support the development of self-regulated learning and metacognitive skills.

Development of Metacognitive Skills through Digital Narratives in Higher Education

This paper focuses on metacognition facilitation through digital narratives. The objectives of the study were to explore how the creation of digital narratives strengthens the formation of metacognitive skills, and which teaching practices promote awareness of learning. The process of digital narrative creation connects literacy, language, technologies, and metacognitive planning, debugging, monitoring, and assessment strategies. A metacognitive awareness inventory questionnaire was used to assess the level of metacognitive skill formation, and content analysis and descriptive statistics were employed to analyze interviews and discussions. The study involved engineering and pedagogy students from three universities. Findings demonstrated improved metacognition subject to the implementation of appropriate teaching practices and the existence of an educational partnership between students and teachers. The most relevant practices were identified, and it was concluded that digital narratives may be an efficient strategy for the development of metacognitive skills including knowledge about cognition and regulation of cognition.

Online Peer Assessment for Learning: Findings from Higher Education Students

Assessment practices in the higher education (HE) context have undergone profound changes over recent years, particularly regarding their purpose, strategies, and available resources. This exploratory study seeks to analyze, through the perceptions of HE students, the contribution and adequacy of an assessment for learning strategy, namely, online peer assessment (OPA), inspired by the conceptual framework of the PrACT Model, a framework which aims to contribute to the dissemination of alternative assessment practices. The main data collection technique used was the survey questionnaire and the study participants (n = 16) were students from a higher education institution in Portugal. Results point to the lack of student experience in the practice of OPA and are discussed in conformity with the dimensions of the PrACT framework. OPA is considered, from the student’s perspective, an adequate alternative digital assessment strategy, contributing to student motivation as well as to the development of cognitive, metacognitive, and digital skills.

Comparative study on sports anxiety irrespective of gender differences among badminton and tennis players

This study aimed to assess sport anxiety among athletes, taking into account gender differences and the specific sport practiced. The sample consisted of 100 participants who were selected based on their representation at the national level in tennis and badminton. The Sports Competition Anxiety Test (SCAT) questionnaire was administered to measure anxiety levels. Independent t-tests were conducted to compare anxiety levels between males and females in their respective sports, with a significance level set at 0.05. The statistical analysis revealed that females exhibited higher levels of anxiety compared to males. These findings confirm that women are more prone to anxiety than men. It was observed that girls' employment of thought control strategies and metacognitive beliefs contributes to their susceptibility to emotional and neurotic problems. Therefore, it is crucial for girls to acquire alternative strategies for coping with challenging situations. The study suggests that females may benefit from learning techniques to manage metacognitive worries. Additionally, modifying negative and positive metacognitive beliefs about worry can contribute to improved mental well-being. In conclusion, this study provides evidence that female athletes experience higher levels of anxiety compared to their male counterparts. It highlights the significance of addressing mental health concerns among female athletes and emphasizes the need to teach them effective strategies for managing anxiety. By promoting the development of adaptive metacognitive skills and modifying their beliefs about worry, girls can enhance their psychological resilience and overall mental health.

Modeling authentic multivariate assessment in art and design teacher education curriculum

Assessment is a critical construct in programing and instruction. It is one of the means of accountability that is conceived within the broader context of authentic performance. This paper discusses assessment strategies that are being used in art and design teacher education programmes amid ongoing curricula reforms in teachers' colleges in Zimbabwe. Findings reveal that colleges are using diverse assessment strategies to index student performance. These include critique of student exhibitions, portfolio assessment, pre-issue examinations, and controlled examinations, all of which are operationalised within an internal and external moderation framework and dialogical engagement among stakeholders. The study proposes the inclusion of candidate interviews and deliberate student self-assessment as part of a comprehensive art programme to enhance the development of higher-order cognitive and metacognitive skills that are critical in enhancing aesthetic judgment and performative art.

Системне професійне мислення майбутнього вчителя: педагогічні умови формування досвіду критичного мислення

The article discusses pedagogical context as a determinant of the internal processes of critical thinking and a set of organized circumstances, sufficient conditions of the educational environment that guide its development as systematic, logical, creative and ethical. 1. Priority of individuality. It is viewed as actualization of the student’s intellectual potential by means and techniques that develop the practice of critical thinking, while taking into account the fact that: intellectual potential is not subject to alignment «to the average»; formed cognitive schemes can prevent new ones; development is limited by the lack of practical experience. 2. Creativity as a permanent characteristic of the process. This is the students’ awareness of critical thinking as creative, aimed at developing a new state of the system, the search for effective mechanisms, functions, elements, reconstructions. It includes the separation of the process of generating ideas from their discussion and critical analysis; the use of associative, metaphorical teaching methods. 3. The formation of non-linear, strategic thinking leads to the avalanche-like development of the full potential of thinking, to the formation of a holistic vision of a scheme, model, procedure. It includes tasks of the following types: cross-cutting throughout the course with gradual complications (problematic, logical ascending, concentric ones); systematic and logical (a purpose-oriented, functional, motivational fixation); a series of tasks. 4. The environment of «good questions» provides the formation of the experience of problem thinking, the thinking of a tactician. These are the skills of asking questions that lead to the production of ideas, vision of problems, or new things in the typical; formulating focused questions and understanding the asked ones, which help to determine a new direction of the analysis. 5. The learning environment for the development of metacognitive skills that is a project, procedural, corrective and result reflection, implemented as a systematic procedure that ensures self-direction, self-correction and self-motivation of cognitive actions. Keywords: systemic professional thinking, critical thinking, nonlinear thinking, critical thinking of the future teacher.

Metacognitive Skills: Investigating the Effect on Pupil Teachers’ Written Task Performance

The current study was conducted for investigating the effect of the Metacognitive skills on pupil teachers’ written assignment performance. The study was executed while using the Quasi-Experimental nonequivalent pretest-posttest control group design. The two sections of B.Ed (Honors) Semester-I (each consisting of 30 students) were selected conveniently for this study. Before the intervention, both of the selected groups have been pretested and there was no statistical difference found among them concerning their Metacognitive Skills. The intervention (Cooperative Learning approach) was given to the experimental group whereas the controlled group was given the conventional treatment. The intervention duration consisted of one semester only. There were five Metacognitive skills that the researcher intended to develop. The “Planning” and “Information Management” skills were focused during the first two weeks of each month whereas the rest of the skills “Monitoring, “Debugging” and “Evaluation” were focused during the last two weeks. The researcher used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) adapted from (Ali, Siddiqui, & Tatlah, 2020) comprising 14 items (representing Metacognitive skills) to measure the prospective teachers’ skills. Furthermore, the Rubrics for Metacognitive Skills Assessment Tool (RMSAT) were used to rate the prospective teachers’ performance taken on MSAT. These were also adopted from (Ali, Siddiqui, & Tatlah, 2020). On the other hand, the pupil teachers’ written assignment performance has been measured with the help of the “Assessment Criteria for Report Writing (ACRW)” developed by (Siddiqui, 2016). Base on the results taken from Pearson’s r and Linear Regression analysis, it has been concluded that the Metacognitive skills have a statistically significantly high effect on prospective teachers’ Metacognitive skills development.

Cooperative Learning: Investigating the Effect on Prospective Teachers’ Metacognitive Skills Development

The current study was conducted to investigate the effect of the “Cooperative Learning enhanced with Metacognitive skills development strategy” on prospective teachers’ “Metacognitive skills”. The study was executed while using the Quasi-Experimental nonequivalent pretest-posttest control group design. The two sections of B. Ed (Honors) Semester-I (each consisting of 30 students) were selected conveniently for this study. One of them was considered as an experimental group whereas the other was a controlled group. These groups were taken from a public sector university based in Lahore. Before the intervention, both of the selected groups have been pretested and there was no statistical difference found among them concerning their Metacognitive Skills. The intervention (Cooperative Learning Enhanced with Metacognitive skills development strategy) was given to the experimental group whereas the controlled group received the conventional treatment. The intervention duration consisted of one semester only. The researcher used a performance test named “Metacognitive Skills Assessment Tool” (MSAT) was adapted, comprising 14 items (representing Metacognitive skills) to measure the prospective teachers’ skills. Furthermore, the Rubrics for Metacognitive Skills Assessment Tool (RMSAT) were used to rate the prospective teachers’ performance taken on MSAT. Descriptive Statistics (Mean Scores) and Inferential Statistics (Independent Sample t-test and Paired Sample t-test) were applied to the collected quantitative data. Base on the results, it has been revealed that the intervention have a significant effect on prospective teachers’ Metacognitive skills development. So, it is recommended that the teacher educators should use Metacognitive development strategies to develop these skills in prospective teachers.

МЕТАКОГНІТИВНИЙ ПІДХІД У НАВЧАННІ СТУДЕНТІВ В КОНТЕКСТІ ОСВІТНІХ ІННОВАЦІЙ

The article is devoted to the study of metacognitive learning. The advantages of using metacognitive learning methods in the educational process are given. Different approaches and models used to describe the purpose of cognitive learning are illustrated. A framework for determining different personality types of students, according to available metacognitive skills, is described. Tips are described that contribute to the development of metacognitive skills, which, in our opinion, form the foundation of metacognitive learning. The result of this exploration is the assumption that the use of metacognitive skills used in metacognitive learning helps students to become aware of their strengths and weaknesses. The key element is realizing the limits of your knowledge or abilities and then figuring out how to extend or extend that knowledge possibility. Those who know their strengths and weaknesses in these areas are more likely to "actively monitor their learning strategies and resources and assess their readiness for specific tasks and performance." Which, in turn, will contribute to the successful educational activities of students.

Problem-Solving and Students' Use of Metacognitive Skills

We examined how high school students use their cognitive and metacognitive skills in the geometry problem-solving process. This research employed a mixed-methods descriptive sequential design. Data were collected in the 2019–2020 academic year at secondary education institutions in the central districts of Adana, Türkiye. Using stratified sampling, 313 students participated in the quantitative component, of 313 students 149 are girls and 164 were boys and they were all 15 years olds. Then, using extreme case sampling, 18 students were selected as participant of the qualitative component. Fourteen of them were boys and four were girls. Measures included the metacognitive skills scale, geometry problem test, thinking-aloud protocol, and an observation form. Descriptive statistics and content analysis were applied for data analysis. Results showed that students with high metacognitive skills used metacognitive skills more when solving geometry problems than students with low metacognitive skills. As the implication of the result it is suggested that attention should be paid to the development of students' metacognitive skills in schools. In this context, it would be beneficial to train teachers to develop metacognitive skills. In addition, there is a need to investigate the effect of metacognitive skills on learning in different learning areas.

PHÁT TRIỂN KĨ NĂNG SIÊU NHẬN THỨC QUA GIÁO DỤC STEAM Ở HỌC SINH KHUYẾT TẬT HỌC TẬP: TIẾP CẬN TRÊN GÓC ĐỘ LÍ LUẬN

Students with learning disabilities often have low academic achievement because of the cognitive disorders and impaired working memory as well as executive functions such as processing-organizing and remembering information. The development of metacognitive skills shows in the eight pillars of metacognition such as self-awareness, self-control, and selfregulation help students to recognize weaknesses and apply strategies to support them offset their cognitive deficits, by becoming more flexible and adapt to any changes. STEAM education for students via multi-faceted and multi-sensory approach to develop metacognitive skills, control and monitor how children learn while building necessary knowledge, ensuring equality in learning academic and work opportunities for all students. Thereby, improving their selfesteem, confidence and independence of students with learning disabilities, helping them cope with challenges in the future.

Development of metacognitive skills in students and related difficulties

პედაგოგიური პრაქტიკის კვლევის ანგარიშში ნაჩვენებია რა სირთულეები შეიძლება შეექმნათ მასწავლებელს და მოსწავლეებს სწავლა-სწავლების პროცესში სწავლის ეფექტური სტრატეგიების გამოყენებისას. რა სარგებელი შეიძლება მოუტანოს მოსწავლეს საკუთარი აზროვნების პროცესის გაცნობიერებამ და რა როლი აქვს მასწავლებელს მოსწავლეებში სწავლის პროცესის მართვის უნარების განვითარებაში.

Cognitive changes with psychomotor skill acquisition through blended learning among nursing students: A qualitative study

AimThis study described nursing students’ cognitive changes as they acquire psychomotor skills through blended learning. BackgroundDeliberate practice, including feedback from teachers, is vital for acquiring psychomotor skills. Blended learning, a program that allows students to deepen their learning and improve their skills even when students and faculty are physically separated has attracted significant attention in recent years. Although blended learning has been used for learning in the cognitive domain, no study has examined its effectiveness in the acquisition of psychomotor skills. Understanding how students’ cognition changes as they acquire skills in a blended learning environment could be a valuable resource for effective teaching. DesignAn inductive, qualitative description approach was adopted. MethodsThe program involved a basic nursing skill: making an occupied bed. Eleven second-year nursing students participated. The participants attended face-to-face lectures and e-learning courses comprising self-study content that was designed for easy and frequent reference. Students practiced for a skill test, which was conducted one month after the first lecture. Two interviews were conducted approximately one month apart. Before each interview, the participants’ current practices were videotaped. During the interviews, they explained their thought processes and conscious awareness of their actions as they watched the videos. This study was conducted between April and May 2019. ResultsSix categories related to changes in participants’ cognitive processes while acquiring the skill of making an occupied bed were identified: “feeling that it is easy to acquire,” “practicing without much thought,” “realizing the difficulty in translating thoughts into practice,” “experiencing a sense of purpose in each technique,” “gaining a perspective to evaluate one’s skills,” and “developing one’s unique approach.” ConclusionsIn a blended learning environment, where a practice environment and audiovisual materials were provided, students could practice and improve their skills at their own pace even without the instructor’s frequent advice. The findings show that metacognitive skills are essential to the development of psychomotor skills in a blended learning program because this program requires practicing while monitoring one’s skills. Metacognitive skills affect the development of psychomotor skills and the ability to provide care. Therefore, initiatives that address the development of metacognitive skills, such as the current program, during the early stages of basic education programs can contribute to the development of nursing students’ practical skills.

Развитие универсальных метакогнитивных навыков студентов

The article highlights the results of a study devoted to the development of universal metacognitive skills. The main purpose of the work is the development of students’ metacognitive skills. An attempt to integrate metacognitive instructions into the learning environment and the preparation of instructions suitable for a particular learning environment have brought certain results. Metacognitive instruction is conducted outside of disciplines, the research is focused on universal, interdisciplinary metacognitive skills of students and their development. The participants are 29 students of 1-st year of the educational program “Psychology” of the M.H. Dulaty Taraz Regional University, who studied in a blended format because of the pandemic. The first instruction of the study — the formation of ideas about metacognition among students is based on the theoretical conclusions of scientists who conducted research on metacognition, the second instruction — setting goals in the study of disciplines by students, is based on the well-known traditional method of developing metacognition — structured written reflection, the third — “What approach to learning do you use?” — the methodology developed by the Edinburgh Center for Research in Teaching and Instruction, translated into Kazakh. The study results confirm the conclusions of studies by foreign authors that the development of metacognitive skills is more effective when accompanied by a cognitive component. The most useful and effective instruction among the three listed, we can call setting goals in the study of disciplines among students. The general conclusion of the study is the conditionality and necessity of metacognitive instructions among 1st-year students.

Mindfulness Strategies for Metacognitive Skills Training in Special Education: The Role of Virtual Reality

The purpose of the current review study is to provide representative evidence regarding the effectiveness of mindfulness training strategies on the development of metacognitive skills for people with special education needs. In addition, we explore the role of virtual reality in the efficacy of mindfulness interventions among people with learning disabilities, neurodevelopmental disorders, intellectual disabilities, and behavioral disorders. In addition, we present innovative mindfulness training strategies, appropriate for metacognitive skills training in special education. Finally, we seek the features that possibly make virtual reality a fertile ground for the implementation of mindfulness training. The results showed that mindfulness training improves the metacognitive skills needed for the inclusion of people with disabilities. Virtual reality constitutes an effective assistive technology that can facilitate mindfulness training in various contexts, accelerating positive outcomes in mental and physical health, academic performance, and well-being.