Metacognitive Use Research Articles

The Identification of Mathematics Students’ Characteristic and Metacognitive Level in Mathematical Problem Solving State University of Medan

Metacognition is needed in solving mathematics problem. It is defined as the knowledge, awareness, and control of one’s thinking process. In solving mathematics problem, not all students are able to use their metacognitive thinking processes. The objective of this research was to describe Mathematics Students characteristics and level of metacognition in mathematical problem solving and to know students’ metacognitive scaffolding question in answer the question of problem solving at second semester Universitas Negeri Medan. This research use qualitative data which is described to get the students’ metacognitive representation in mathematical problems. That is why this research is included in descriptive qualitative research. The subject in this research is the whole mathematics students’ who’s taking Geometry analitic at State University of Medan. The students’ given test then grouped into three groups that us high level ability, medium and low ability. Every group is taken two subjects to have interview to get more credible data. Then, the data is analyzed to get conclusion from each group. The result of the research is obtained that the high level ability students has reflective cognitive use. Medium level ability students have strategic metacognitive use. Low level ability students have aware use and tacit use. Scaffolding questions given in the test should be help students in completing the problem. From the result of this research is hoped will be source of information and input material for mathematics lecturer, researchers, and all side which needed especially in Faculty of Mathematics and Natural Science State University of Medan’s environment.

Naturalistic observations of metacognition in engineering: Using observational methods to study metacognitive engagement in engineering

AbstractBackgroundThe use of metacognition is critical to learning, especially in fields such as engineering that involve problem‐solving and difficult conceptual material. Due to limitations with current methodological approaches, new methods are needed to investigate engineering students' metacognitive engagement in learning situations that are self‐directed, such as study groups.PurposeOur purpose was to develop an approach to investigate the metacognitive engagement of undergraduate engineering students in self‐directed learning environments. The Naturalistic Observations of Metacognition in Engineering (NOME) Observational Protocol and Coding Strategy is a qualitative data collection method that allows researchers to observe the behaviors of students who are studying in groups to determine the student's engagement in different metacognitive practices. The NOME is intended to be used by researchers interested in studying online metacognitive behaviors without the direct interference of a methodological approach.Design/MethodWe observed three study groups where students were working on an engineering problem‐solving homework assignment. Using a taxonomic definition of metacognition, we coded episodes of observation transcripts to identify behaviors that represented key definitions in the taxonomy.ResultsWe combined subcodes and descriptions of behaviors with key definitions to develop a coding strategy useful for future observational studies. Evidence of intercoder agreement and agreement in unitizing indicates that the coding strategy can reliably be used by multiple trained coders to identify metacognitive engagement.ConclusionsThe reliability evidence shows that the NOME may be a useful tool for researchers in engineering education interested in studying the metacognitive habits of engineering students in self‐directed study.

Rehabilitación neuropsicológica en paciente con traumatismo craneoencefálico por daño cerebral sobrevenido. Estudio de caso.

El daño cerebral sobrevenido, causado por accidentes de tráfico y caídas como causas más frecuentes, producen lesiones extra e intercerebrales, focales o difusas, con alteración de la memoria en la mayoría de las etiologías, causan impacto en la vida del paciente, con olvidos de transcurso, distracción y bloqueos, que requieren estrategias y técnicas adecuadas en el proceso de rehabilitación después de la intervención clínica.Muestra poblacional: Mujer de 20 años, con accidente doméstico, diagnosticada conTraumatismo craneoencefálico (TCE) y tratamiento farmacológico, secuelas después de 2 años en amnesia retrograda, funciones ejecutivas y dificultades de atención y concentración, estrés ansiedad y problemas emocionales. El objetivo propuesto fue mejorar el funcionamiento de la paciente en sus ámbitos familiar, laboral y social, buscando ayudar en la restauración de las funciones alteradas.Metodología: Se realizaron 16 sesiones dos horas semanales grupales con adultos con deterioro cognitivo y 4 individuales. La valoración neuropsicológica Individual: Minimental- State Examination, Test Neuropsi, Batería de Evaluación del Lóbulo frontal, Medición rápida de Habilidad Intelectual, Barsit.Técnicas de Intervención: Relajación con imaginación temática; estrategias de enfoque restaurativo con base en actividades específicas; estrategias de enfoque compensatorio en autorregulación y metacognitivas uso de claves mnésicas, adquisición de nuevos aprendizajes; metas significativas, vitales y psicoeducación.Conclusiones: Las alteraciones en la memoria por demencia retrógrada, afectada por la incapacidad de recordar eventos ocurridos antes del TCE, mejoró visiblemente igual que la memoria semántica y episódica; restauración del equilibrio en las funciones ejecutivas en toma de decisiones, procesos de planificación, ejecución de metas y trabajo significativo. El trabajo grupal le permitió adquirir técnicas para el estrés y la ansiedad diaria igualmente el manejo de emociones.

Building a Framework for Self-Regulated Learning in Surgical Education: A Delphi Consensus Among Experts in Surgical Education

Practice-Based Learning and Improvement is a Core Competency for surgical residents. Self-regulated learning (SRL) skills are an important component of this competency, yet are rarely taught in surgical training. Before we can teach SRL skills to residents we must understand the attributes that are essential. The purpose of this study was to develop a framework for SRL for surgical trainees. This mixed-methods study design utilized a two-round modified-Delphi approach to develop consensus among experts in surgical education regarding SRL in surgical training. Round One included SRL constructs derived from educational, professional, and medical literature. Based upon quantitative data and thematic coding of comments, these constructs were adapted for applicability in the context of surgical residency and reorganized using a constant comparative approach. Revised constructs and groupings were presented to the expert panel in Round Two. Further survey rounds were not needed as all items in Round Two reached the predetermined consensus level of 70%. The Delphi panel was a purposeful sample of nationally recognized experts in surgical education, including members of the Association for Surgical Education and the Association for Program Directors in Surgery. Thirty-eight of 42 experts (90.5%) responded to Round One, representing 29 academic and community medical systems nationally. The response rate for Round Two was 92%, 35 of the 38 Round One participants. In Round One, the SRL constructs were all viewed as important with median scores ranging from 50 to 99.5, on a 100-point scale. Two hundred and ninety-one comments were coded and used to refine SRL definitions into 7 domains for Round Two, which included self-awareness, task analysis, situation awareness, strategic planning, progress evaluation, learning and performance management, and goal attainment and refinement. All Round Two items reached greater than 70% agreement, and received 51 free response comments. Several key themes emerged: clinical prioritization over learning, learner's limited control, value and reliance on external resources, low use of metacognition, and complex goal orientation. Incorporation of common themes generated a novel multi-stage framework of SRL in surgical education. Surgical residency represents a unique learning context, in which the ideal learner is one who understands their learning environment and utilizes available resources to optimize their own learning. Experts in surgical education believe SRL skills are important in training, and a novel framework of SRL is necessary to support a learner-centered model within the demanding environment of surgical training.

Regulation of action selection based on metacognition in humans via a ventral and dorsal medial prefrontal cortical network

Metacognition is defined as cognition about one's own cognitive state; it enables us to estimate our own performance during goal-directed actions and to select a suitable strategy based on that estimation. Identifying the neural mechanisms that underlie this process will contribute to our understanding of how we realize adaptive self-control in daily life. Here, we focused on the neural substrates that allow us to voluntarily utilize prospective metacognition to carry out such action selection. Participants were asked to bet on their recall of sound stimuli presented at an earlier time in a delayed match-to-sample task of rapidly changing sound stimuli. During the task, brain activity was measured using functional magnetic resonance imaging. We found that the brain network composed of the ventral and dorsal parts of the medial prefrontal cortex and the medial precuneus regulated the strategic selection of risk/return profiles based on metacognition. In particular, increments in functional connectivity between the ventral and dorsal medial prefrontal cortices during high-risk/return bets correlated with the adaptiveness of the bet (as measured by the correspondence between choosing high risk/return bets and high accuracy of task performance). This index is considered to reflect the degree of voluntary use of metacognition to bet. These findings suggest that the strong connectivity within the network involving the ventral and dorsal medial prefrontal cortices enables us to utilize metacognition to select actions for achieving a goal efficiently.

Meta-cognitive Skills and Strategies Application: How this Helps Learners in Mathematics Problem-solving

Learners’ problem-solving in mathematics is often problematic for both the learners and teachers and this needs to be addressed by applying relevant skills and strategies in the teaching and learning of mathematics. Meta-cognitive skills and strategies acquisition is vital for a learner’s academic success and particularly in mathematics problem-solving. The paper investigates the relevance of learners’ use of meta-cognitive skills and strategies in mathematics problem-solving. A qualitative approach was used, including a case-study design; observation and semi-structured interviews were used to collect data. Four rural schools, four mathematics teachers and four learners from different schools (one from each school) were selected for the study. Content analysis was used to analyze the data together with verbal quotes that supported themes that emerged. The aim was to obtain condensed and broad descriptions of the phenomena. The findings revealed that learners’ use of meta-cognitive skills and strategies, such as task analysis, planning, monitoring, checking and reflection, self and group-monitoring skills, reading and writing skills, self-regulation skills (SR) and self-assessment (SA) helped them in mathematics problem-solving. The learners could also solve problems more easily through group discussions and thinking about their own thinking. Recommendations were made to benefit learners and further improve their use of meta-cognition for successful problem-solving.

Promoting Critical Thinking in an Online Certificate Program For Faculty in the Health Professions

ABSTRACTOrganizations governing education in the health professions have recently called for changes in teaching to promote students’ use of critical thinking (CT). Expectations for CT in courses to train educators should be aligned with the expectations of student use of CT. A growing number of certificate and master’s-level programs are being developed to address the needs of educators in the health professions who are unlikely to have experienced training in adult education, curriculum development, and assessment. This study explored the extent to which online course discussion forums in continuing profession education courses on teaching and curriculum design can play a role in the development of participants’ CT skills. It investigated an online pilot program of courses that relied heavily on discussions, with prompts designed to elicit higher-level thinking. The 190 discussion posts made over the four program courses were analyzed for CT. Posts were cross-coded by both authors. Frequency of CT increased substantially over the program. Metacognition use in particular rose sharply and consistently. We found that carefully structured online courses can promote CT among educators in the health professions.

Investigation of Gifted Students Epistemological Beliefs, Self-Efficacy Beliefs and Use of Metacognition

Investigation of Gifted Students Epistemological Beliefs, Self-Efficacy Beliefs and Use of Metacognition

Intersections in Design Thinking and Art Thinking: Towards Interdisciplinary Innovation

Abstract As the problem-solving methodology of design thinking has gained legitimacy in business and educational environments, this article suggests we also think about incorporating “art thinking” into approaches in design pedagogy. To study what skills and techniques can be useful in other disciplines, we can first review the stages of the creative process which are centered around preparation, incubation, ideation, illumination, and evaluation. Within those stages, we can tease out specific elements unique to the artistic process that can be particularly useful, including mindsets of emotional engagement, intuition, and tolerance of ambiguity as well as cognitive strategies such as the use of metacognition, resource banks, generators and constraints, prolonged research, problem-creation, conversation with the work, closure delay, and reflection and thematic coherence. Emphasizing these elements and strategies in design pedagogy can expand possibilities for creativity and innovation.

Metacognition as an educational technology in self-care learning: the case of prevention of post-surgical lymphedema of breast cancer

Abstract Aim: To introduce metacognition as an educational technology for learning self-care. In order to achieve this goal, it discusses the prevention of lymphedema after breast cancer surgery. Method: Reflexion paper based on philosophical and theoretical reasoning in adition of empirical evidence to support the use of metacognition for self care learnig. It states that using metacognitive resources as educational technology may promote more effective both teaching-learning process, stimulates critical and reflexive thinking, increasing conscious and autonomous decision-making. Results: The characteristics of metacognition and self-care interpenetrate. In addition metacognition has been beneficial in other disorders and diseases. Final considerations and implications for practice: It was concluded that the metacognitive approach, used as technology, opens wide possibilities for nursing in its teaching-learning actions for self-care, making them more effective, resulting in the empowerment of women, specifically enabling clients to make decisions, making the process more conscious, deliberate and autonomous.

Metacognição e o ensino e aprendizagem das ciências: uma revisão sistemática da literatura (RSL)

O objetivo deste artigo é apresentar resultados oriundos de Revisão Sistemática da Literatura (RSL) sobre pesquisas relacionadas ao uso da metacognição na Educação em Ciências. Foram utilizados como fonte de pesquisa vinte periódicos vinculados à área de Ensino das Ciências. Para o levantamento dos dados, foi criado e aplicado o Modelo Sistemático para Pesquisas em Bancos de dados com Acesso Livre (MSPBAL). Ao todo, foram levantados 76 artigos referente à temática investigada entre 10.986 trabalhos analisados. Os artigos foram estudados sob dois processos adotados para categorização: 1) aspectos gerais e, 2) dimensão de análise e suas divisões categoriais vinculadas à noção de metacognição. Os resultados apontam que as pesquisas no campo da metacognição são discretas e há necessidade de aprofundamento teórico e empírico, que exibam, por exemplo, resultados de pesquisas utilizando estratégias metacognitivas que demonstrem seus benefícios para a construção do conhecimento dos indivíduos sobre as Ciências Naturais e da avaliação desse conhecimento.

La metacognición en los procesos de lectura y escritura académica: ¿qué nos dice la literatura?

El presente artículo tuvo como objetivo identificar el desarrollo y tendencias de las investigaciones relacionadas con la metacognición y los procesos de lectura y escritura académica. Para dar cuenta de ello, se hace una revisión sistemática, seleccionando 46 documentos que cumplían con los criterios de exclusión propuestos: a) relación entre la metacognición y los procesos de lectura o escritura, y b) realizarse en contextos de educación superior. Los resultados permiten identificar claramente las temáticas de investigación en este ámbito, dando cuenta de los avances y alcances del uso de la metacognición en la alfabetización académica.

Exploring the relationship between metacognitive and collaborative talk during group mathematical problem-solving – what do we mean by collaborative metacognition?

ABSTRACTThe purpose of this study was to enhance our understanding of the relationship between collaborative talk and metacognitive talk during group mathematical problem-solving. Research suggests that collaborative talk may mediate the use of metacognitive talk, which in turn is associated with improved learning outcomes. However, our understanding of the role of group work on the individual use of metacognition during problem-solving has been limited because research has focused on either the individual or the group as a collective. Here, primary students (aged nine to 10) were video-recorded in a naturalistic classroom setting during group mathematical problem-solving sessions. Student talk was coded for metacognitive, cognitive and social content, and also for collaborative content. Compared with cognitive talk, we found that metacognitive talk was more likely to meet the criteria to be considered collaborative, with a higher probability of being both preceded by and followed by collaborative talk. Our results suggest that collaborative metacognition arises from combined individual and group processes.

Self-regulated learning among teacher education students: Motivational beliefs influence on the use of metacognition

In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students’ reported use of metacognition. Students’ self-reported self-efficacy and task value explained 38% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students’ metacognitive skills to focus on enhancing their efficacy and value beliefs.

Transforming a Low Performing Urban School Through Dance

ABSTRACTThis article describes the challenges and successes experienced within a low-performing urban pre-K through eighth-grade school. The dance program developing at this school, one of the nation's 68 Turnaround Arts Schools, embraces reflective teaching practices, and makes use of metacognition and visual-arts-based thinking frameworks to foster critical thinking. Turnaround Arts is a national initiative originating from the President's Committee on Arts and Humanities, which endorses the use of the arts as a driver for school transformation. Although school-wide transformation is not a simple process, a flexible and purpose-driven dance curriculum can offer culturally responsive approaches to building a more positive and collaborative environment among teachers, students, staff, and the wider community.

LEARNING STYLE AS A FACTOR INFLUENCING THE EFFECTIVENESS OF THE INQUIRY-BASED SCIENCE EDUCATION AT LOWER SECONDARY SCHOOLS

The IBSE has become a rather frequently applied strategy of directing learning activities in teaching science subjects. However, results of the IBSE effectiveness are not clear. A more detailed analysis is required which will reflect learners´ individual characteristics. Therefore, the main aim of this research is to discover what the effectiveness of IBSE reflecting individual learning style is. The learning style categorization followed the Honey and Mumford´s variation on the Kolb´s system. The IBSE effectiveness was detected by the didactic test consisting of 15 PISA-style tasks. The research was conducted in the sample of 332 learners who were exposed to IBSE for five months. Their knowledge was tested before, immediately after and four months after the IBSE approach was applied in lessons. The collected data were processed by ANOVA and Tukey HSD test. The results show that the highest short-term results were reached with learners preferring concrete sensing; the highest long-term results were reached with those of active processing of information. This finding might be caused by better use of metacognition and acquiring such individual metacognitive strategies which learners apply at utilization of information. Further on, the IBSE should focus on mechanisms of fixing the acquired knowledge. Key words: inquiry-based science education, learning styles, educational practice, quantitative research, identification of learning results.

Portraits of High Potential-High Need Students: The Role of Teacher Inquiry

This article examines inquiry-based instructional approaches to working with students who have high potential, but also special needs. The article focuses on inquiry as the thread that weaves together a plan of instruction that has been successful for these students across the high school years in one teacher’s classroom. Pro les of students are described with commentary as to the approaches employed with positive results. Commonalities of instruction, such as the use of metacognition, the use of acceleration, and the use of career counseling, are provided alongside student commentary where appropriate. A plan for the use of inquiry techniques in the classroom concludes the article.

Teaching and learning clinical reasoning: tutors’ perceptions of change in their own clinical practice

Clinical reasoning is an important skill for all clinicians and historically has rarely been formally taught either at undergraduate or postgraduate level. Clinical reasoning is taught as a formal course in the fourth year of the undergraduate programme at Keele School of Medicine by tutors who are all practicing general practitioners. We aimed to explore the tutors' perceptions about how teaching on the course has impacted on their own consultation skills. All 11 course tutors who had taught on the course for at least one full academic year were invited to take part in recorded individual semi-structured interviews with an experienced, non-clinical, qualitative researcher. The data were analysed using qualitative methods. Eleven tutors participated, with a range of 7 to 32 years of clinical experience. They reported better decision-making, greater use of metacognition, more self-awareness, more reflective practice, more confidence and greater job satisfaction. They also reported positive impacts on their own knowledge and learning, and assumed concomitant benefits for their patients. All clinicians in this group perceived benefits on their consultation skills as a result of teaching clinical reasoning. There is a need to provide education, training and continuing professional development in cognitive consultation skills to students, trainees and established practitioners.

Fixed group and opportunistic collaboration in a CSCL environment

This study investigated synchronous discourses involving student collaboration in fixed groups during an introductory research methods course’s first 8-week phase, and opportunistic collaboration during its second 8-week phase. Twenty-seven Chinese undergraduates participated in online discourse on Knowledge Forum as part of the course. A multi-faceted analysis was performed to examine different aspects of collaboration – interaction patterns, knowledge characteristics distributed over inquiry, discourse patterns, and knowledge advances that emerged from discourse threads. The results show little variation in social interactions, but substantial differences in knowledge distribution between fixed groups. Groups that were productive in constructive discourse tended to generate higher-level questions and ideas. When engaged in opportunistic collaboration, the students were capable of engaging in a large range of interactions and of contributing higher-level questions and ideas; however, they were constrained by making little use of metacognition and having scattered interactions. Additionally, this study tested the relationship between online discourse and individual performance in the end-of-course assessment tasks. The results indicate that actively participating and contributing high-level ideas were positively correlated with students’ domain knowledge. The study’s implications for understanding online discourse dynamics within and across fixed groups and opportunistic collaboration in a computer-supported collaborative learning (CSCL) environment are discussed.

Making Active Learning Effective

The term “active learning” is a concept that is known more for what it is not. The emphasis on active learning originated as a contrast to the perceived “passive” atmosphere of the lecture. It quickly acquired a “face validity” since it is an instructional method that can be both seen and heard. However, a consideration ofmetacognition in this report will reveal that effectiveness is not assured for active learning, regardless of the appearance. These same insights also reveal that lectures do not have to be passive learning experiences.When the metacognition of active learning is truly understood, then its effectiveness will be assured and lectures could even regain some respect as an active learning environment. Active learning in the medical curriculum usually involves the scheduling of small group activities to replace a portion of the lecture schedule. But, active learning has been defined more broadly to include all activities that are involved in information gathering and problem solving whether individual or with a group. For example, it has been proposed that active learning occurs as the result of the following tasks: (1) active construction of meaning (constructivism), (2) learning declarative knowledge (what?) and procedural knowledge (how?), (3) integration (transference between domains), (4) collaborative comparison of reasoning, and (5) meaningful learning through articulation [9]. Although these attempts to define and understand the process of active learning are comprehensive regarding pedagogical principles, the one element that determines effectiveness is still missing. That element is metacognition. One of the three key findings of studies conducted by the Commission on Behavioral and Social Sciences and Education of the National Research Council revealed that the educational process can be hampered without an understanding of metacognition on the part of both students and teachers [3]. An understanding of the active learning process is essential to an understanding of effective teaching. Metacognition helps students take control of their own learning by defining goals and monitoring progress in achieving those goals. It also helps teachers to understand the responsibilities of the student in learningmore than content. They must also learn how to learn. Lack of attention to metacognitive awareness results in an inefficient use of curriculum time by teachers and of learning time by students. By comparison, inclusion of metacognitive awareness facilitates the ultimate goal of medical education to assure transformation of the student into a self-directed, lifelong learner. Metacognition is thinking about thinking. It is an examination of how information is processed and the factors both psychological and biological that contribute to learning from thinking. The use of metacognition is supported by research on the Growth Mindset, a belief that intelligence can be increased through hard work.