Metacognitive Activities Research Articles

Metacognitive Activities Performed by Pre-Service Science Teachers in Scientific Reasoning Skills Teaching with the POE Technique

The aim of this study was to investigate the pre-service teachers’ metacognitive activities occurring in the teaching scientific reasoning skills with the POE technique. The participants of the research included six pre-service science teachers who were seniors in the science education department of at a university in the west of Turkey. The holistic single-case design was used as the research method in this study. The POE Activity Report, an Activity Journal and a Semi-structured Metacognition Observation Form were used to examine the participants’ metacognitive activities. Inductive and comparative analysis was used to. It was found that (i) the pre-service teachers performed various monitoring activities (f = 13) and evaluating activities (f = 4) in the teaching of six different scientific reasoning skills (control of variables, proportional reasoning, correlation reasoning, probability reasoning, combinational reasoning, hypothetical-deductive reasoning) with the POE technique; (ii) there was more variety in metacognitive activities performed by pre-service teachers in teaching of control of variables (f = 15), there was least diversity in the teaching of hypothetical-deductive reasoning skill (f = 10). The results were discussed in line with the related literature, and suggestions were presented regarding the teaching of scientific reasoning skills.

Using computer-assisted language teaching technologies to develop multiple-levels of medical vocabulary knowledge for second language medical students

The role of computer-assisted language learning (CALL) in developing vocabulary knowledge has been investigated extensively in the field of English for Academic Purposes with positive outcomes. However, its implications for medical education, and specifically foreign languages for medical purposes, have not received much attention. This study fills the gap by investigating a cohort (n = 22) of Indian medical students’ descriptions and explanations of their preferred vocabulary learning strategies at a medical university in South China, with specific reference to their engagement with CALL technologies. The results indicate that CALL technologies are reported to support cognitive and metacognitive learning activities but not vocabulary learning in terms of compensation and affective aspects. CALL technologies are also reported to be used significantly more often to learn meaning, rather than form and use of medical vocabulary knowledge. CALL technologies can facilitate the development of more receptive instead of the productive vocabulary knowledge. This study yields pedagogical implications for using CALL applications to develop foreign language medical students’ vocabulary learning strategies in the social, affective and compensational dimensions.

Spicing up Undergraduate Collaborative Writing Course through Feedback Dialogues

Dialogic feedback, as opposed to unidirectional feedback that positions English language learners as mere receivers, is argued to be effective in promoting learners' self-regulated learning and active roles in feedback interpretation and negotiation. Despite the emphasis on dialogic feedback, empirical research on the how? question related to the processes of dialogues in feedback settings is limited. This paper, therefore, being positioned as part of this dialogic feedback approach, aimed to explore how feedback dialogues on the writing of fifteen pairs of undergraduates joining a writing class in a Saudi Arabia university are constructed. The data was collected from records of oral face-to-face (F2F) dialogues and digital or online written and audio interactions. The dialogues were analysed using an interactional analysis guided by several conceptual frameworks from previous research. Findings illustrated that dialogues are promoted and constructed within a four-dimensional process of cognitive, metacognitive, socio-affective, and structural activities. The assessment questions, hand-written codes and Google Docs-based highlights of errors in learners' drafts played a role in initiating F2F learner-learner dialogues which were extended to teacher-learner dialogues and to online dialogues. The study encourages writing instructors' shift to dialogic feedback in order to foster learners' active engagement with feedback and to motivate them to look for more effective strategies in promoting feedback dialogues with learners.

A STUDY ON THE USE OF METACOGNITIVE READING STRATEGIES BY LEARNERS WITH PSYCHOSOMATIC CONDITION

The study examines the influence of metacognitive reading strategies in developing the reading comprehension skills among ESL (English as Second Language) learners with the psychosomatic condition. Qualitative and quantitative research was used in the present study and it was an experimental study. Reading comprehension skill is crucial to language learners for effective decoding of the information. Metacognitive reading strategies aid the learners to develop reading strategies for effective comprehension of the text. The metacognitive strategies like pragmatic and analytical strategies were used in this research to improve the intensive and evaluative reading comprehension skills. The participants of the study are a hundred and twelve (Male and Female) tertiary level ESL learners from the undergraduate engineering program. The experiment intends to improve the reading comprehension skills among the samples with psychosomatic conditions. The sampling method used in the study was purposive sampling. Data collection tools like questionnaires, pre-test, post-test, and post-feedback questionnaires were used in the study. An android-based application will be created with the activities and instructional materials and it was circulated to the learners. Metacognitive reading activities were given to the learners through the application and data was collected. Results were quantitatively analyzed using statistical tools from the data collected through the application. The results of the present study were indicative that there is a significant improvement in the learners’ reading comprehension skills due to the intervention of metacognitive reading strategies.

Metacognitive Instruction in Second Language Listening: Does Language Proficiency Matter?

The metacognitive approach to listening is drawing increasing attention in the field of second language learning (Vandergrift & Goh, 2012). Nevertheless, the findings of the effects of the metacognitive approach on metacognitive knowledge and listening comprehension are inconclusive, and the impact of language proficiency on how much metacognition intervenes is not certain yet (Vandergrift & Baker, 2018). This study investigates the impact of language proficiency on metacognition in implementing the metacognitive approach and examines whether language proficiency has the same impact on different aspects of metacognition as measured by the Metacognitive Awareness Listening Questionnaire (MALQ) (Vandergrift, Goh, Tafaghodtari & Mareschal, 2006). One hundred twelve non-English majors in a university in China participated in this study. Results showed that the listening performance of the experimental group improved significantly compared with that of the control group. This might be attributed to the holistic nature of the metacognitive approach. However, the lower language proficiency may have constrained learners’ engagement in metacognitive activities as the participants had trouble in using some real-time strategies successfully due to their lower language proficiency. Overall, the findings provide support for and shed light on implementing the metacognitive approach.

Promoting metacognition in an allied health anatomy course.

Metacognition, the ability to self-regulate one's learning and performance, has been shown to improve student outcomes. Anatomy is recognized as one of the toughest courses in allied health curricula, and students could benefit from metacognitive activities. The purpose of this study was to explore the changes in metacognition of allied health students in an anatomy course and identify which groups need support with this skill. First-year physician assistant (MPAS), physical therapy (DPT), and occupational therapy (OTD) students (n=129) were invited to participate. At the beginning and end of the course, students completed a questionnaire including the metacognitive awareness inventory (MAI) that assesses metacognition. Students were also asked to reflect on their examination performances using a modified Likert scale and participated in reflective discussion boards to encourage development of metacognitive skills, which were thematically analyzed. Paired metacognition scores had increased significantly by the end of the course. However, middle-performers anticipated high grades and were less satisfied with their grade, indicating a disconnect in their metacognition compared to high- and low-performers. Students' receptiveness to modifying study strategies to improve performance declined throughout the course; by mid-way through, they relied more on existing strategies. Increasing time constraints were frequently cited as a major factor when considering study strategies and modification of such strategies. To maximize the effectiveness of metacognitive activities, they should be positioned early in the course when students are most receptive. In addition, middle performers may benefit from additional support to improve metacognition.

COGNITIVE AND METACOGNITIVE ACTIVITIES IN THE PROCESS OF DEVELOPING MATHEMATICAL COMPETENCE FOR SECONDARY SCHOOL STUDENTS

In an effort to innovate teaching and learning methods to prepare a new generation for the demands of a new era, many educators have discovered the value of metacognition. In this paper, the author presents these main issues: (i) cognitive activities and metacognitive activities; (ii) manifestations of cognition and metacognition in the 5 core components of mathematical competence for secondary school students; (iii) the influence and role of metacognition in learning Mathematics and developing mathematical competence for students.

Unleashing Adult Learners’ Numeracy Agency Through Self-Determined Online Professional Development

Opportunities for self-determined online professional development (OPD) are emerging, but their potential for increasing adult learners’ agency is not yet fully realised. Faced with the problem of successfully designing a self-determined comprehensive evidence-based online numeracy resource for educators who are often time poor and do not engage with online learning unless they are intrinsically motivated, we engaged in design research to conceptualise the Birth to Level 10 Numeracy Guide for educators and families. The Birth to Level 10 Numeracy Guide fosters educators’ and adult learners’ numeracy capability across numeracy focus areas from birth to level 10 (16-year-olds). This extensive OPD resource incorporates consistent design elements, double-looped learning, nonlinear learning, self-reflection, and metacognition activities to foster educators’ pedagogical content knowledge (PCK) through experiential learning. With a section dedicated to families, the resource provides suggestions and advice to parents and carers on everyday, authentic activities to develop children and young people’s numeracy understandings at home and in the local community. As education systems continue to grapple with the disruption brought about by the COVID-19 pandemic, the Birth to Level 10 Numeracy Guide is a timely, freely accessed, viable, and scalable option for providing low-cost OPD.

스포츠과학기술정책 융합강좌의 플립드러닝 적용 사례연구

Objectives This study presents an analysis on the design and development of sports science technology policy convergence classes based on flipped learning, and the effectiveness of the process of applying classes and class operation results for electives in sports tracks for general students and student athletes. Methods For this, the five-stage flipped learning model was applied for 20 students taking sports science technology policy convergence of the sports department at I University in Incheon to design the class. Also, after utilizing class strategies such as online and offline lectures, TBL, debates, exercises, etc., surveys and interviews were held to measure the academic immersion level of students to conduct independent t-test, paired t-test, and content analysis. Results It was found that it had positive impact on academic immersion elements such as academic passion, activation of academic contents, satisfaction of academic experience, meta-cognition activities, etc. for all students, and the students were found to have experienced fun and joy, enhance motivation and understanding on class participation, sense of pride. Thus uses various teaching methods, and the overall effort of lecturing for professors' systemic instructional design and refined management helps both regular students and student athletes improve positively. Conclusions This class case presents the convergence course of humanities and core technologies of the fourth industrial revolution based on sports principles, and it will provide basic information on the scope and functions of sports science technology policy convergence experts, while contributing to the process of forming literacy related to sports science technologies.

Characterizations of Students' Metacognition in Solving Geometry Problems through Positioning Group Work

Group discussions can help students have a more effective problem-solving process because students exchange ideas and understand the provided problems. Accuracy in solving problems can be observed from students' knowledge and metacognition. This study used the descriptive qualitative approach to describe the characterization of students' metacognition during their interactions in positioning expert students, facilitators, and beginners. Problemsolving in group discussions is very helpful in bringing up students' metacognitive activities because they do not use only self-metacognitive but also social metacognitive.

The Effect of Argumentation-Based Inquiry Approach Supported by Metacognitive Activities on Science Achievement of Preservice Teachers

Purpose: This study was conducted with students in their third year at the Department of Science Teaching at Kastamonu University in the 2015-2016 academic year. The study's objective is to investigate the effect of the argumentation-based and argumentation-based inquiry approaches supported by metacognition activities on students' science achievement.Design/Methodology/Approach: The study was carried out in 10 weeks with the participation of 69 students divided into three groups, namely, the ABI group, the ABI + metacognitive activity group and the group in which the traditional method was applied. An achievement test consisting of 25 questions and semi-structured interviews were used as data collection tools. In the data analysis, pre-post test evaluations and descriptive statistics were used.Findings: The data obtained showed that there was a significant difference between the groups, which was in favour of groups where the ABI approach was applied, and that there was a slightly significant difference between groups of ABI and the ABI supported by metacognition activities, which was in favour of the ABI group supported by metacognition activities. The interviews with students revealed many significant and positive outcomes; they stated that they were satisfied with the ABI applications, that they would prefer ABI in their professional lives, and that the applications facilitated scientific thinking.Highlights: Metacognition has an important place in scientific literacy and knowledge structuring. Because it provides metacognition to be aware of the individual's learning and learning process, it can be said that language practices such as discussion and writing, especially in the ABI process, activate cognitive and metacognitive mechanisms.

ANALISIS METAKOGNISI SISWA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF

This study was conducted to describe the metacognition of junior high school students in solving mathematical problems based on cognitive style. This type of research is a descriptive study using a qualitative approach which was carried out in class IX of SMP Negeri 2 Anggeraja. Results Based on the mathematical ability test and the Matching Familiar Figure Test (MFFT), 2 students were selected as research subjects. Data collection techniques were carried out by presenting problem-solving tasks and task-based interviews. Data analysis uses data reduction steps, data presentation, and drawing conclusions. The results of this study indicate that students with reflective cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. From the metacognitive activity of students with reflective cognitive style, it shows that the level of metacognitive ability is at the level of reflective use. Students with impulsive cognitive style fulfill the three aspects of metacognition, namely planning, monitoring, and evaluating in solving problems. However, at the planning stage only able to reveal some strategies that can be used to solve the problem and at the evaluation stage unable to prove the truth of the answers obtained. From the metacognitive activity of students with cognitive impulses, it shows that the level of metacognition ability is at the level of awareness of use

The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications

Self-regulated learning (SRL) has been linked to improved learning and corresponding learning outcomes. However, there is a need for more precise insights into how SRL during learning contributes to specific learning outcomes. We operationalised four learning outcomes that varied on two dimensions: structure/connectedness and level/deepness of knowledge. Specifically, we assessed how surface knowledge measured with a domain knowledge test (independent concepts) and a concept map (connected concepts), and deep knowledge measured with a transfer test (independent concepts) and an essay (connected concepts) were associated with frequencies of SRL activities during learning, assessed by concurrent think aloud, while taking into account students’ metacognitive and prior knowledge. Forty-four university students performed a 45-minute problem-solving task integrating information about three topics to write a vision essay on the future of education. Results of the pre-/post-test analysis revealed a learning gain in domain knowledge and concept maps. Low cognitive activities were associated with all knowledge measures, except the concept maps and transfer. Furthermore, specific low cognitive activities showed either a positive or negative association; for example, processing showed a positive association with essay, but a negative association with domain knowledge. High cognitive activities were associated with the essay (connected concepts), but not with the concept map. Both metacognitive activities and knowledge were related to transfer. To conclude, taking the level and structure of knowledge into account helps specify the association between SRL activities during learning and the related learning outcomes.

Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning

Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels.
 To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks.
 Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning.
 Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented.
 Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.

Successes with metacognition: Empowering faculty and transforming student learning

AbstractBringing metacognition onto college campuses is a transformational experience for students and faculty as well as their institutions. In this chapter, we share a collection of metacognitive activities and describe their value in and outside of the classroom based upon our experiences in the community college setting. These activities are easily implemented and help students take ownership of their learning.

Metaconceptual activities of pre-service science teachers about the design of process to teach science concept

ABSTRACT This study aims to determine pre-service science teachers’ metaconceptual activities about the design of processes to teach science concepts in their pre-active phase. A single-case design was used. The eight pre-service science teachers participated in this study. An activity journal and an instruction process evaluation developed by the researcher and worksheets prepared by the pre-service science teachers were used as data collection tools. An inductive and comparative analysis was used to determine in detail the metaconceptual activities of the participants regarding the design of science concepts teaching practices in the pre-active phase. The main results are that (a) they performed various metaconceptual activities such as awareness, planning, monitoring and evaluation regarding their own learning, their tasks and their task performance, (b) they had a higher tendency to perform metacognitive activities for task and task performance and had a lower tendency to perform metacognitive activities for their own learning, (c) the activities they performed could differ based on science topic. As a suggestion, studies can be conducted to determine their metaconceptual activities in the interactive phase and in the post-active phase and to compare three phases of teaching to give an idea of integrating metacognition into teacher education.

Metacognitive Strategies and Development of Critical Thinking in Higher Education.

More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Metacognition therefore plays a crucial role in developing critical thinking and consists of a person being aware of their own thinking processes in order to improve them for better knowledge acquisition. Critical thinking depends on these metacognitive mechanisms functioning well, being conscious of the processes, actions, and emotions in play, and thereby having the chance to understand what has not been done well and correcting it. Even when there is evidence of the relation between metacognitive processes and critical thinking, there are still few initiatives which seek to clarify which process determines which other one, or whether there is interdependence between both. What we present in this study is therefore an intervention proposal to develop critical thinking and meta knowledge skills. In this context, Problem-Based Learning is a useful tool to develop these skills in higher education. The ARDESOS-DIAPROVE program seeks to foment critical thinking via metacognition and Problem-Based Learning methodology. It is known that learning quality improves when students apply metacognition; it is also known that effective problem-solving depends not only on critical thinking, but also on the skill of realization, and of cognitive and non-cognitive regulation. The study presented hereinafter therefore has the fundamental objective of showing whether instruction in critical thinking (ARDESOS-DIAPROVE) influences students’ metacognitive processes. One consequence of this is that critical thinking improves with the use of metacognition. The sample was comprised of first-year psychology students at Public University of the North of Spain who were undergoing the aforementioned program; PENCRISAL was used to evaluate critical thinking skills and the Metacognitive Activities Inventory (MAI) for evaluating metacognition. We expected an increase in critical thinking scores and metacognition following this intervention. As a conclusion, we indicate actions to incentivize metacognitive work among participants, both individually via reflective questions and decision diagrams, and at the interactional level with dialogues and reflective debates which strengthen critical thinking.

Peer Assessment and Video Feedback for Fostering Self, Co, and Shared Regulation of Learning in a Higher Education Language Classroom

Self-regulated learning includes the cognitive, metacognitive, behavioral, motivational, and affective aspects of learning. The conceptualization of self and socially regulated learning has recently received much attention and peer assessment has been found to increase the use of metacognitive activity. The present exploratory qualitative study aimed to identify self-, co-, and socially shared regulatory processes in an oral English as a Foreign Language task. The regulatory activity deployed by 10 learners was studied within the context of a peer assessment task using an assessment form paired with video feedback in the context of an English language classroom at a French university. These interactions were filmed and discussed in individual self-confrontation interviews which were analyzed through inductive coding. Specific findings from the classroom setting shed light on existing gaps in the literature. First, students can gain confidence in their own skills through assessing their peers and activating regulatory processes both individually and as a group. Second, appropriate tools can increase co-regulated and socially regulated learning through the structuring of cooperative regulatory behaviors. Third, psychological safety appeared to be a propitious social context for supporting regulated learning (SRL, CoRL, and SSRL). We also shed light on the fact that adaptive regulatory strategies are present in oral (as well as written) English as a Foreign Language tasks. These results indicate the potential for learning situations based on video feedback used in conjunction with peer assessment and collaborative learning in order to develop regulatory behaviors in language learners.

Identifying mental actions for abstracting the logic of conditional statements

In this paper, we provide a theoretical development of the mental actions that underlie reasoning about logic. Building explicitly on Piaget’s epistemology, we propose populating, inferring, expanding, and negating as four mental actions that, upon becoming reversible and composable, can give rise to the logic of universally quantified conditional statements. We adopt the view that logic is a metacognitive activity in which people abstract content-general relationships by reflecting across their content-specific reasoning activity. We explore how these four actions become reversible and composable in mathematics, suggesting that logic can be built psychologically upon the foundation of mathematical reasoning. Further, by exploring what it means for these actions to be reversible and composable, we propose how students may need to engage in these actions to refine and reflect on them so as to afford logical abstraction (in the manner we envision).

The evolution of metacognitive strategy use in an open-ended learning environment: Do prior domain knowledge and motivation play a role?

There is a growing interest in viewing self-regulated learning as events unfolding over time, especially when students perform learning tasks in computer-based environments. Metacognitive activities are critical events in self-regulated learning. This study investigated the evolution of metacognitive strategy use in an open-ended computer-based learning environment, Betty's Brain. The data were from 93 sixth graders who used Betty's Brain to learn about climate change for four days. We extracted indicators of metacognitive strategy use from action logs. A knowledge test and self-report questionnaire were administrated before students started using Betty's Brain to assess prior domain knowledge and motivation, respectively. Results showed that metacognitive strategy use increased from the first to the second day and remained stable from the second to the fourth day of the study. The evolution of these behaviors varied across students. Task value and prior domain knowledge partially explained the individual differences in this evolution. Task value and prior domain knowledge also predicted the use of metacognitive strategies. Self-efficacy did not influence metacognitive strategy use. These results suggest the need for further investigation into the role of motivation and prior domain knowledge in the temporal evolution of metacognitive events.