scholarly journals Identification of preservice biology teachers’ metacognitive awareness and metacognitive skills

2020 ◽  
Vol 1511 ◽  
pp. 012029
Author(s):  
Astuti Muh. Amin ◽  
Romi Adiansyah
Keyword(s):  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Biology Teachers

scholarly journals Examination of Reading Strategies Metacognitive Awareness Levels of French Foreign Language Students in Terms of Various Variables

2021 ◽  
Vol 11 (5) ◽  
pp. 31
Author(s):  
Zühre Yılmaz Güngör
Keyword(s):  
Foreign Language ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
French Language ◽  
Metacognitive Skills ◽  
Course Success ◽  
Complex Process ◽  
Significant Difference ◽  
Faculty Of Education ◽  
Effective Use

The act of reading is a complex process in which learners rush their cognitive and metacognitive skills to fonction. The effective use of metacognitive skills is regarded as an important feature becoming prominent in successful reading. In order to exercise reading strategies effectively, students are required to have developed metacognitive awareness. In this study, the level of metacognitive awareness of reading strategies and whether metacognitive awareness varies according to variables such as gender and reading course success have been examined in the 1st grade students studying at Anadolu University Faculty of Education Program of French Language Teaching Program. 32 students voluntarily participated in the study, 19 of whom were Females and 13 of whom were Males. The data of the study have been collected with the Turkish version of the 30-item 5-point Likert-type Metacognitive Awareness of Reading Strategies Inventory (MARSI) developed by Mokhtari & Reichard (2002) and adapted into Turkish by Öztürk (2012). According to the findings, students' reading strategies were revealed to have high levels of metacognitive awareness. However, it has been further observed that the level of metacognitive awareness of students' reading course success grades and reading strategies did not make a significant difference in terms of gender. Similarly, it has been observed that there was no significant difference between the students' reading strategies and metacognitive awareness levels and their success grades in the reading course.

Cognitive Styles, Metacognition and the Design of E-Learning Environments

2003 ◽  
pp. 225-240
Author(s):  
Ray Webster
Keyword(s):  
Learning Styles ◽  
Learning Environments ◽  
Cognitive Styles ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Design And Development ◽  
Student Centered ◽  
Student Centered Learning ◽  
E Learning ◽  
The Individual

This chapter considers the use of cognitive styles and metacognitive skills in the design and development of e-learning environments. Participants involved in a unit in Human Computer Interaction used the results of a Riding’s Cognitive Styles Analysis to assist in the design and development of Web-based Individual Learning Environments (ILEs). Student reflections and cognitive styles results are considered in terms of their impact on the design process. They are also used to consider participants’ metacognitive awareness of their own cognitive and learning styles. It is suggested that the use of cognitive styles in this manner will produce interfaces and environments more suited to the learning requirements of each individual. In addition, the process of reflecting on and using the style results will help develop more metacognitively aware learners. The individual environment and metacognitive awareness are both desirable elements for a student-centered learning system for successfully participating in virtual education.

Personality traits as predictor of metacognitive skills and creativity in electronic university students: a structural model of academic achievement

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yasamin Abedini
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Skills ◽  
Structural Model ◽  
Short Form ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Statistical Population ◽  
Content Type ◽  
Neo Personality Inventory

PurposeThe present study aimed to present a structural model of the relationships between personality traits, metacognitive awareness, creativity and academic achievement in virtual students.Design/methodology/approachThe statistical population of the study consisted of all students of the electronic Islamic Azad University in Tehran, where 240 of them were selected as sample group by random sampling method. Research instruments included the short form of the Creative Behavior Inventory (Linger), the Metacognitive Awareness Questionnaire (Schraw and Dennison) and NEO Personality Inventory (McCrae and Costa). Data were analyzed using LISERL software and the path analysis method.FindingsThe findings indicated a mediating role of metacognitive awareness and creativity in the relationship between extraversion, openness to experience and conscientiousness personality traits with academic performance. It was also found that metacognitive awareness has a direct, significant positive effect on creativity.Originality/valueAccording to the results of the present study, the level of creativity in virtual students can be developed through training and strengthening meta-cognitive skills. The findings also suggest that meta-cognition and creativity are traits that can have intrinsic and personality roots.

scholarly journals Students’ Metacognitive Weaknesses in Academic Writing: A Preliminary Research

2019 ◽  
Vol 14 (11) ◽  
pp. 41
Author(s):  
Dina Ramadhanti ◽  
A Syukur Ghazali ◽  
Muakibatul Hasanah ◽  
Titik Harsiati
Keyword(s):  
Academic Writing ◽  
Thinking Skills ◽  
Female Students ◽  
Metacognitive Awareness ◽  
Self Report ◽  
Metacognitive Skills ◽  
Writing Assignments ◽  
Content Development ◽  
Writing Students ◽  
Audience Awareness

This article aims to explain the weaknesses of metacognition that affect writing skills. Weaknesses of writing like content development, the organization of writing, compatibility of content with themes and audience awareness are assumed from the weaknesses of student metacognition. By using a qualitative approach, data is collected through questionnaires and interviews. Using the questionnaire found the level of student metacognitive awareness. A total of 22 male and female students were randomly selected. Responses given through self-report questionnaires showed that as many as 15 students had high metacognitive awareness and as many as 7 students had low metacognitive awareness. Furthermore, through interviews found metacognitive skills in academic writing. The results of the data analysis show that there are three weaknesses of student metacognitive, namely: students are too dependent on feedback from lecturers and highly dependent on lecturers and colleagues when writing, students cannot assess their own understanding of the information they receive for writing assignments, students are not aware benefit from the strategies used during writing. Students need to be trained to plan, monitor and evaluate writing activities so that they are skilled in arranging words, concepts, and terminology used in writing. In addition, through the writing they produce, it can be seen how the process of produces the meaning and thinking skills of students in writing.

scholarly journals Comparison of indicators of metacognitive awareness of doctors at different stages of education

2021 ◽  
Vol 52 (4) ◽  
pp. 392-403
Author(s):  
Mergalyas M. Kashapov ◽  
◽  
Galina Yu. Bazanova ◽  
Keyword(s):  
Higher Education ◽  
Professional Education ◽  
Thinking Skills ◽  
Further Education ◽  
Metacognitive Knowledge ◽  
Metacognitive Awareness ◽  
Professional Activity ◽  
Metacognitive Skills ◽  
Metacognitive Activity ◽  
Main Ideas

Introduction. Metacognition is essential for developing clinical thinking skills. Metacognitive skills are widely regarded as important for doctors, but they are rarely formed and evaluated in higher medical school. To solve this problem, it is required to determine how the cognitive, regulatory and reflexive indicators of metacognitive awareness in doctors change throughout their professional life. This work aims to study the metacognitive awareness of doctors at different stages of professional education. Methods. The study involved 1st-year students of the Department of General Medicine (N=48), medical residents (N=44), and doctors enrolled in advanced training cycles (N=34) of the Yaroslavl State Medical University. To study the cognitive, regulatory and reflexive indicators of metacognitive awareness, the following methods were used: "Metacognitive Awareness Inventory" (G. Schraw, R. Dennison, adaptation by E.Yu. Savin, A.E. Fomin), "Assessment of metacognitive knowledge and metacognitive activity" (Yu.V. Poshekhonova, M.M. Kashapov), "Methodology of the level of expression and direction of reflection" (M. Grant). Research results. Significant differences were revealed in metacognitive awareness indicators at the initial and final stages of higher education (U=800.0, p≤0.05). According to the results of the study, it was found that the higher the stage of higher professional education is, the higher is the ability to manage information (U=783.0, p≤0.05), choose the main ideas (U=800.0, p≤0.05) and control errors (U=790.0, p≤0.05). Moreover, indicators of socio-reflection are more pronounced (U=702.5, p≤0.01). The doctors enrolled in further education courses have a high level of metacognition. The significant differences were found in terms of the following indicators: metacognitive knowledge (U=309.5, p≤0.001), metacognitive activity (U=295.5, p≤0.001), concentration (U=417.5, p≤0.001), acquisition of information (U=275.5, p≤0.001), choice of main ideas (U=528.5, p≤0.05), and time management (U=338.0, p≤0.001). There are no significant differences in the reflexive component of the metacognitive awareness of doctors at the stage of additional professional education and the final stage of higher education. Conclusion. All indicators of metacognitive awareness among doctors are formed at the stage of higher education. The reflexive component of metacognitive awareness helps to adapt to the changing conditions of obtaining additional professional education. Metacognitive awareness, with the help of which doctors are aware of their own thoughts and use the best ways to solve problematic situations, allows them to cope with difficulties in the learning process and in professional activity.

scholarly journals EXPLORING THE CORRELATION BETWEEN METACOGNITION AND COGNITIVE RETENTION OF STUDENTS USING SOME BIOLOGY TEACHING STRATEGIES

2016 ◽  
Vol 15 (5) ◽  
pp. 617-629
Author(s):  
Muhiddin Palennari
Keyword(s):  
Key Words ◽  
Analysis Of Variance ◽  
Teaching Strategies ◽  
Regression Line ◽  
Problem Based Learning ◽  
Regression Equation ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Biology Teaching ◽  
Cognitive Retention

This research was conducted during one semester in four different classes that were taught biology by using four different teaching strategies: Problem-based learning (PBL), Jigsaw, PBL integrated with Jigsaw (PBLJigsaw), and direct teaching. This research explored the correlation between metacognition (metacognitive awareness and metacognitive skills) with cognitive retention of students in the four different strategies, and compared the four regression lines whether or not they are parallel. There was no correlation between metacognitive awareness and cognitive retention in the four teaching strategies in biology classroom, while the correlations between metacognitive skills and cognitive retention were significant. The results of the analysis of variance related to the regression equation in the four different strategies were parallel and did not coincide; the regression line of PBLJigsaw strategy was at the highest position. It indicated that this strategy has the potency to empower metacognitive skills and simultaneously increased cognitive retention. Key words: metacognitive awareness, metacognitive skills, cognitive retention, problem-based learning, jigsaw, regression line.

scholarly journals The Relationship between Metacognitive Awareness and Academic Success of Medical students at Shahid Beheshti University of Medical Sciences

2021 ◽  
Author(s):  
M Akbarilakeh ◽  
T Sharifi¬Fard
Keyword(s):  
Academic Success ◽  
Medical Students ◽  
Pearson Correlation ◽  
Reliability And Validity ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Medical Sciences ◽  
Strategy Analysis ◽  
Grade Point ◽  
The Relationship

Introduction: Students' academic success is one of the important indicators of evaluating the performance of the higher education system. One of the factors influencing academic success is metacognitive awareness and knowledge and control of thinking and cognition. Therefore, assessment of its status helps in planning its promotion. The study aimed to investigate the relationship between metacognitive awareness and academic success of medical students at Shahid Beheshti University of Medical Sciences. Methods: Pearson parametric correlation was performed after stratified sampling method concerning 255 medical students with Metacognitive Awareness Inventory (MAI) of Schraw & Dennison (1994) with eight subscales and scoring of zero (incorrect) and one (correct). For  academic success, the total grade point average was measured. The reliability and validity of the inventory were also determined. Result: Out of 255 participants, 95 (37.3%) were male and 160 (62.7%) were female. The minimum and maximum ages were 19 and 26 years, respectively. Totally, 85 first-year students, 85 after-the-basic-sciences exam students, and 85 senior learners were present. The lowest and highest grade point averages were 10.9 and 19.6, respectively. The relationship between academic success and metacognitive awareness in general in all students using Pearson correlation coefficient was 0.791 at a significant level of 0.0001. There was the highest correlation between GPA and subscales of real knowledge as for metacognition and metacognition control, and information management. In all students, the highest mean rank of metacognitive skills was related to the dimension of performance effectiveness and strategy analysis. Conclusion: There exists a relationship between students' metacognitive awareness and academic success at Shahid Beheshti University of Medical Sciences which can be used in educational planning.

Do Exam Wrappers Increase Metacognition and Performance? A Single Course Intervention

2016 ◽  
Vol 16 (1) ◽  
pp. 64-73 ◽  
Author(s):  
Raechel N. Soicher ◽  
Regan A. R. Gurung
Keyword(s):  
Academic Performance ◽  
Metacognitive Awareness ◽  
Metacognitive Skills ◽  
Metacognitive Instruction ◽  
Final Grades ◽  
And Performance ◽  
Metacognitive Awareness Inventory ◽  
Metacognitive Ability

Previous research has indicated that an intervention called “exam wrappers” can improve students’ metacognition when they are using wrappers in more than one course per academic term. In this study, we tested if exam wrappers would improve students’ metacognition and academic performance when used in only one course per academic term. A total of 86 students used either exam wrappers (an exercise with metacognitive instruction), sham wrappers (an exercise with no metacognitive instruction), or neither (control). We found no improvements on any of three exams, final grades, or metacognitive ability (measured with the Metacognitive Awareness Inventory, MAI) across conditions. All students showed an increase in MAI over the course of the semester, regardless of condition. We discuss the challenges of improving metacognitive skills and suggest ideas for additional metacognitive interventions.

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