Day: September 22, 2015

Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation

Backer, Keer and Valcke’s study “explores the potential of reciprocal peer tutoring to promote both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester.”

Backer, Liesje De. (May 2012) . Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation. Instructional Science, Volume 40, issue 3, pp 559-588. http://link.springer.com/article/10.1007/s11251-011-9190-5

Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation


5 Things Every Student Should Know Before Starting College

This article is about Geddes’ five tips to students who are entering college. Once you read the subtitles, I’m sure you will be intrigued to read this brief article.

Five Tips

  1. Your Professors Hate Your Favorite High School Teachers!
  2. Understand the 80/20 Rule / 20/80 Rule Shift
  3. Read Material Before Class
  4. Know the Difference Between Memorizing and Learning
  5. Be Confident. You are not broken

Geddes, Leonard. (2015) . 5 Things Every Student Should Know Before Starting College. The Learnwell Projects. Retrieved from http://www.thelearnwellprojects.com/thewell/5-things-every-student-should-know-before-starting-college/

5 Things Every Student Should Know Before Starting College

 


Assessing Metacognition and Self-Regulated Learning

This article “provides an overview of the conceptual and methodological issues involved in developing and evaluating measures of metacognition and self-regulated learning.” Sections in this article discuss the components of metacognition and self-regulated learning as well as the assessment of metacognition.

Pintrich, Paul R.; Wolters, Christopher A.; and Baxter, Gail P., “2. Assessing Metacognition and Self-Regulated Learning” (2000). Issues in the Measurement of Metacognition. Paper 3.

Assessing Metacognition and Self-Regulated Learning


A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?

Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain more content knowledge of ecology, they did however have more “permanent restructuring of their ecology. “

Blank, M. Lisa. (2000). A Metacognitive Learning Cycle: A Better Warranty for Student Understanding? Science Education, Volume 84, Issue 4, pages 486-506, July 2000.

A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?

 


Metacognitive Development as a Shift in Approach to Learning: An in-depth study

Case and Gunstone conducted a study on students who were enrolled in an engineering course and after conducting series of interviews, they were able to provide detailed information about students’ metacognitive development or “lack thereof.”

Jennifer Case & Richard Gunstone (2002) Metacognitive Development

as a Shift in Approach to Learning: An in-depth study, Studies in Higher Education, 27:4,

459-470, DOI: 10.1080/0307507022000011561

Metacognitive Development as a Shift in Approach to Learning: An in-depth study

 


Metacognitive Awareness and Academic Achievement in College Students

“Schraw and Dennison (1994) developed the Metacognitive Awareness Inventory (MAI) to assess metacognitive knowledge and metacognitive regulation which they referred to as the knowledge of cognition factor and the regulation of cognition factor.” Young and Fry’s article discusses the correlations between the final course grades, GPS and MAI. (Metacognitive Awareness Inventory) Findings show that the scores on the MAI greatly differ between undergraduate and graduate students.

Young, A., & Fry, J. (2012). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10.

Metacognitive Awareness and Academic Achievement in College Students

 


Metacognition and Learning: Conceptual and Methodological Considerations

This is the first issue of the new international journal Metacognition and Learning. Journal provides “A kaleidoscopic view on research into metacognition.” It is a great introduction to metacognition and includes ten issues “Which are by no means exhaustive.”

Metacognition and Learning, 2006, Volume 1, Number 1, Page 3. Marcel V. J. Veenman, Bernadette H. A. M. Hout-Wolters, Peter Afflerbach

Metacognition and Learning: Conceptual and Methodological Considerations


The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

“Metacognitive knowledge is a new category of knowledge in the revised Taxonomy.” According to Pintrich, strategic knowledge, self-knowledge and the knowledge of tasks and their contexts are the three important types of metacognitive knowledge.

Paul R. Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and

Assessing, Theory Into Practice, 41:4, 219-225, DOI: 10.1207/s15430421tip4104_3

The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

You may also read one of the blog entries that relates to this article by clicking here


Metacognition as Part of a Broader Perspective on Learning

This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies.

Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley

 

Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning


Student Motivation and Self-Regulated Learning in the College Classroom

This chapter talks about the problems in students’ motivation to learn and how self-regulated learning can provide some insights to issues such as, how come students care more about their grades than learning the disciplinary content of their courses?, why do students wait until the last minute to fulfill the obligations of their courses such as studying for an exam or writing a paper?

R.P. Perry and J.C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, 731–810. Pintrich and Zusho: Student Motivation and Self-Regulated Learning in the Classroom

Student Motivation and Self-Regulated Learning in the College Classroom


Metacognition and Self-Regulated Learning Constructs

This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.”

Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois

(2004) Metacognition and Self-Regulated Learning Constructs, Educational Research and

Evaluation: An International Journal on Theory and Practice, 10:2, 117-139

Metacognition and Self-Regulated Learning Constructs