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Effects of Learning Environmental Education Using the Good Science Thinking Moves with Metacognitive Techniques and the Teacher s Handbook Approach on Learning Achievement, Critical Thinking and Basic Science Process Skills of Mathayomsuksa 3 Students with Different Science Learning Achievement
Satianpong Siwina,Paitool Suksringarm,Adisak Singsriwo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare effects of learning environmental education using the good science thinking moves with metacognitive techniques and the teacher s handbook approach on learning achievement, critical thinking and basic science process skills of 90 mathayomsuksa 3 (grade 9) students from 2 classes, selected by the cluster random sampling technique and were assigned to an experimental group and a control group, 90 students each. The instruments for the study included, 6 plans of learning organization using the good science thinking moves with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 6 plans of learning organization using the teacher s handbook for the control group, each plan for 3 h of learning in each week; the learning achievement test; the critical thinking test and the test on basic science process skills. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypotheses. The substantive findings revealed that the students as a whole and as classified according to science learning achievement showed gains in learning achievement, critical thinking in general and in each subscale and basic science process skills in general and in 6-8 subscales from before learning (p<0.05). The experimental group indicated more learning achievement, critical thinking in general and in 2 subscales, basic science process skills in general and in 4 subscales than the control group (p<0.05). The high achievers evidenced more learning achievement, critical thinking in general and basic science process skills in general and each 5 subscales more than the low achievers (p<0.05). Statistical interactions of science learning achievement and learning model were found to be significant (p<0.05) in learning achievement, critical thinking in general and basic science process skills in general and in each subscale.
Effects of Learning Environmental Education Using the 7E-Learning Cycle with Metacognitive Techniques and the Teacher s Handbook Approaches on Learning Achievement, Integrated Science Process Skills and Critical Thinking of Mathayomsuksa 5 Students with Different Learning Achievement
Sutee Sornsakda,Paitool Suksringarm,Adisak Singseewo
Pakistan Journal of Social Sciences , 2012,
Abstract: This research aimed to investigate and compare the effects of learning environmental education using the 7E-learning cycle with metacognitive techniques and the teacher s handbook approaches on learning achievement, integrated science process skill and critical thinking of 93 Mathayomsuksa 5 (grade 11) students with different learning achievements, They were randomly selected by the cluster random sampling technique in the first semester of an academic year 2008. This students were assigned to an experimental group with 45 students and a control group with 48 students. The instruments for the study included: five plans of learning organization using the 7-E learning cycle with 3 metacognitive techniques: intelligibility, plausibility and wide-applicability for the experimental group and 5 plans of learning organization using the teacher s handbook approach for the control group, each plan for 2 h of learning in each week, the learning achievement test, the test on integrated science process skills and the critical thinking test. The paired t-test and the F-test (Two-way MANCOVA) were employed for testing hypothesis. The major findings revealed that the whole students, the high achievers and the low achievers indicated gains in learning achievement, integrated science process skills in general and in 3-5 subscales and critical thinking in general and in each subscale from before learning (p<0.05). The experimental group evidenced more learning achievement, integrated science process skills in general and in each subscale and critical thinking in general and in the interpretation subscale than the control group (p<0.05). The high achievers showed more learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 4 subscales than the low achievers (p<0.05). Statistical interactions of learning model with learning achievement were found to be significant (p<0.05) in learning achievement, integrated science process skills in general and in 4 subscales and critical thinking in general and in 3 subscales.
Building an e-portfolio learning model: Goal orientation and metacognitive strategies
Jeff J.S. Huang,Stephen J.H. Yang,Poky Y.F. Chiang,Luis S.Y. Tzeng
Knowledge Management & E-Learning : an International Journal , 2012,
Abstract: Recent wide acceptance of e-Portfolios has occurred because researchers believe it helps promote students’ learning in higher education. This study uses goal orientation theory to investigate the relationship between goal orientations, metacognitive strategies, and enjoyment when students use e-Portfolio. This paper contributes to research by goal orientation, metacognitive strategies and enjoyment to explain student learning behavior when using e-Portfolio to providing further evidence. A sample of 219 university students took part in this research to verify the proposed model. The study employs structural equation modeling with the LISREL to explain the model. The results show that students’ mastery goals for using e-Portfolio have a positive effect on their metacognitive strategies and enjoyment. Performance-approach goals have a negative effect on metacognitive strategies and a positive effect on enjoyment. Performance-avoidance goals have a positive effect on metacognitive strategies. Students’ enjoyment has a positive effect on their metacognitive strategies, and mastery goals can predict metacognitive strategies through enjoyment. This paper also discusses study findings and implications for future research.
Autonomous Learning and Metacognitive Strategies Essentials in ESP Class  [cached]
Parviz Ajideh
English Language Teaching , 2009, DOI: 10.5539/elt.v2n1p162
Abstract: The reform in teaching and curriculum involves not only in the teaching content, but more so in teachers’ methodology, the students’ learning strategies and the changed relationship between students and teachers in the classroom setting. The purpose of this paper is to suggest that what is needed for ESP is a different orientation to English study and to outline an approach which departs from that which is generally taken. Broadly, what is involved is a shift of the focus of attention from the grammatical to the communicative properties of language. This view that the difficulties which the students encounter arise not so much from a defective knowledge of the system of language but from unfamiliarity with English use is acceptable but not sufficient. It is suggested that although specification of language needs is necessary for ESP course and it will be useful for selecting and grading materials, in teaching ESP learning strategies should play an important role. Accordingly, autonomous learning and metacognitive strategies are suggested as basic essentials for teaching and learning ESP.
A Metacognitive Approach to Solving Algebra Problems  [PDF]
Akhsanul In’am,Noorshah Saad,Sazelli Abd Ghani
International Journal of Independent Research Studies , 2012,
Abstract: The objective of this study is to analyse students’ metacognitive approach to the solution of algebra problems. The subject was the students at the State Junior High School 10 Malang, Indonesia, consisting of 43 and 6 students for quantitative and qualitative studies through paired interviews, respectively. The subjects for interviews were chosen on the basis of their learning achievement of which three pairs of students with high, medium and low achievements each. The results of the quantitative study showed that the cognitive approach to the solution of algebra problems, consisting of four aspects: awareness, cognitive strategies, planning and reviewing were in average 2.91; 2.98; 2.83 and 2.85 respectively, and the average as a whole was 2.89. Moreover, these results were supported by those from the interviewes, namely that planning and review aspects were given less attention and that the highest attention was on the cognitive strategy aspect in the solution of algebra problems. This study contributes in the literature by identifying studying stages of metacognitive treatment as a principle adopted in research and and being complemented with interviews to complete the results of the sudy on the stages in students’ metacognitivr study in solving algebra problems.
Role of metacognitive processes in developing learning strategies  [PDF]
Mirkov Sne?ana I.
Zbornik Instituta za Pedago?ka Istra?ivanja , 2005, DOI: 10.2298/zipi0501028m
Abstract: Within the context of effects that findings in the domain of cognitive psychology produce on the improvement of learning process in teaching, the results for examinations on student learning strategies and some of their implications were analyzed. Diverse methods for the operationalization of strategies, both cognitive and metacognitive, applied by students are featured. It is demonstrated that engagement of metacognitive processes is of crucial importance, firstly for developing efficient learning strategies and then for achieving better quality outcomes of educational process. Metacognition is treated in some studies as a process parallel to cognition and accordingly, distinction is made between cognitive and metacognitive learning strategies. But metacognitive processes are also often treated as intrinsic factors acting in the process of developing and using cognitive strategies in learning and they determine features and quality of those strategies and their effects. Some prospects for further intervening trends in the process of teaching are presented using the findings. It is emphasized that influence exerted by social environment i.e. school setting where the process of learning is going on can not be disregarded.
Metacognitive strategies in the teaching and learning of mathematics  [cached]
Stephan du Toit,Gary Kotze
Pythagoras , 2011, DOI: 10.4102/pythagoras.v0i0.39
Abstract: The broad aim of this study was to investigate the use of metacognitive strategies by Grade 11 mathematics learners and their teachers. Two objectives were stated: To investigate which metacognitive strategies Grade 11 mathematics learners and mathematics teachers can employ to enhance metacognition among learners, and to investigate the extent to which Grade 11 mathematics learners and teachers use metacognitive strategies. Questionnaires were used to obtain quantitative data about the use of metacognitive strategies by learners and teachers. The findings indicate that planning strategy and evaluating the way of thinking and acting were used most by bothteachers and learners. Journal–keeping and thinking aloud were used least by teachers and learners.
Metacognitive Strategy Training and Vocabulary Learning of Chinese College Students  [cached]
Na Zhao
English Language Teaching , 2009, DOI: 10.5539/elt.v2n4p123
Abstract: This paper attempts to tap the relationship between metacognitive strategy training and vocabulary learning of college students through a five week training program. It aims to answer the following question: Can metacognitive strategy training facilitate vocabulary learning of Chinese college students? Both questionnaire and tests were used in the study. One hundred and thirty-four students participated in the study; one class of 68 which received both cognitive vocabulary training and metacognitive training comprised the experimental group; the other class of 66 students served as the control group and received only cognitive strategy training without metacognitive component. The metacognitive strategy training for vocabulary learning of these students proved to be effective. The experimental group outperformed the control group in the post-training vocabulary test and the questionnaire displayed in what aspects the students improved on these metacognitive strategies.
Do mathematics learning facilitators implement metacognitive strategies?
M va der Walt, K Maree
South African Journal of Education , 2007,
Abstract: It is widely accepted that mathematical skills are critically important in our technologically sophisticated world. Educators' metacognition directs, plans, monitors, evaluates and reflects their instructional behaviour and this can promote learners ' learning with und ers tanding. The p urpos e of this study was to investigate the exten t to which mathematics educators implemented and taught metacognit ive strategies. Res ults of the quantitative part of the study were triangulated with the results of the qualitative part. Results suggested that whereas mathematics educators may well have possess ed metacognitive skills and utilised them intuitively, thes e s kills were not implemented to a s atisfa ctory extent in the classes we observed.
Students’ Metacognitive Strategies in the Mathematics Classroom Using Open Approach  [PDF]
Ariya Suriyon, Maitree Inprasitha, Kiat Sangaroon
Psychology (PSYCH) , 2013, DOI: 10.4236/psych.2013.47084
Abstract:

This paper describes a study investigating students’ metacognitive behavior and abilities in the mathematic class using the open approach. Four 1st grade students, ages six to seven years, served as a target group from the primary school having participated since 2006 in the Teacher Professional Development Project with innovation of lesson study and open approach. The research was based on Begle’s conceptual framework (1969), focusing on observing the nature of occurrences in order to describe emerging facts in the class. In addition, the data were examined by triangulation among three sources: video recording, field notes, and students’ written works. Data analysis rested upon 4 open approach-based teaching steps (Inprasitha, 2010). The study results showed that the open approach-based mathematic class helped students exhibit metacognitive behavior and abilities relevant to the four teaching steps: 1) posing open-ended problem, 2) students’ self learning, 3) whole class discussion and comparison, and 4) summarization through connecting students’ mathematical ideas emerging in the classroom.

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