scholarly journals Differences in Metacognitive Skills among Undergraduate Students in Education, Psychology, and Medicine

2021 ◽  
Vol 30 (1) ◽  
Author(s):  
Antonio P. Gutierrez de Blume ◽  
Diana Marcela Montoya Londoño
Keyword(s):  
Undergraduate Students ◽  
Procedural Knowledge ◽  
Monitoring And Evaluation ◽  
Task Demands ◽  
General View ◽  
Comprehension Monitoring ◽  
Metacognitive Skills ◽  
Domain Specific ◽  
Education Psychology ◽  
Psychology And Medicine

Metacognitive skills such as when and why to apply strategies successfully given task demands (conditional knowledge) and those that assist in regulation like comprehension monitoring are essential for effective learning. However, the debate regarding whether metacognitive skills are domain general or domain specific continues to rage among scholars.Presumably, if metacognitive skills are domain specific, there should be significant differences between domains whereas if they are domain general, there should be no differences across domains. Thus, in the present study we examined the generality/specificity of metacognitive skills (knowledge of cognition: declarative, procedural, and conditional; regulation of cognition: planning, information management, debugging, comprehension monitoring, and evaluation) in a sample of Colombian university students (N = 507) studying education (N = 156), psychology (N = 166), and medicine (N = 185) employing the Spanish version of the Metacognitive Awareness Inventory. Results revealed that there were significant differences in all but two metacognitive skills (procedural knowledge and debugging) across domains, largely supporting the domain specific hypothesis, but also partially supporting the domain general view. Implications and recommendation of the findings for theory, research, and practice are discussed.   How to cite this article: Gutierrez de Blume, A. P., & Montoya, D. M. (2021). Differences in Metacognitive Skills Among Undergraduate Students in Education, Psychology, and Medicine. Revista Colombiana de Psicología, 30(1), 111-130. https://doi.org/10.15446/rcp.v30n1.88146

scholarly journals METAKOGNISI DALAM PEMBELAJARAN MATEMATIKA

2019 ◽  
Vol 1 (2) ◽  
pp. 1-14
Author(s):  
Atma Murni
Keyword(s):  
Procedural Knowledge ◽  
Mathematics Learning ◽  
Mathematical Problem ◽  
Monitoring And Evaluation ◽  
Metacognitive Knowledge ◽  
Mathematical Problem Solving ◽  
Metacognitive Skills ◽  
Conditional Knowledge ◽  
Three Stages ◽  
Looking Back

Metacognition is the students’ ability in learning that includes about how learning should be done, so that it can determine what already known and not known yet. Metacognition has two components: metacognitive knowledge and metacognitive skills. Metacognitive knowledge relates to declarative knowledge, procedural knowledge, and conditional knowledge. Metacognitive skills relate to planning, monitoring, and evaluation towards the completion of a particular task. Metacognition has three stages: (1) planning about what, how, and when to learn it; (2) monitoring of learning process that being carried out; and (3) evaluating of what has been planned, done, and the results of that process. Metacognition of students in mathematics learning can be arisen at every stage of mathematical problem solving: understanding the problem, devising a plan, carrying out the plan, and looking back.

Assessing Metacognitive Deficiencies and Effectively Instructing Metacognitive Skills

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Marcel V. J. Veenman
Keyword(s):  
Role Model ◽  
Strong Predictor ◽  
Monitoring And Evaluation ◽  
Learning Performance ◽  
Metacognitive Skills ◽  
Learning Behavior ◽  
Metacognitive Instruction ◽  
Conditional Knowledge ◽  
On Line ◽  
The Individual

Metacognitive skills refers to individual abilities for regulating and controlling learning behavior. Orientation, goal setting, planning, monitoring, and evaluation are manifestations of those skills. Given that metacognitive skills directly affect learning behavior, they are a strong predictor of learning performance. Students display a huge variation in metacognitive skillfulness, dependent on age and experience. In this article, metacognitive skills are considered to be an acquired program of self-instructions, that is, an orderly series of condition-action rules that contain conditional knowledge about when to apply which skill, and operational instructions for how to implement a particular skill. This notion has implications for effective metacognitive instruction in deficient students. Prior to instruction, on-line assessments of metacognitive skillfulness during actual task performance are indispensable for the identification of deficient students and for tailoring metacognitive instruction to the individual needs of students. Instruction should subsequently address what skill to perform when, why, and how (WWW&H), embedded within the context of a given task. Moreover, instruction should explicitly inform students about the benefits of applying metacognitive skills to make them exert the required effort. Finally, teachers may act as role model to students by including explicit metacognitive instruction in their lessons.

scholarly journals Poised to advocate: The pedagogy of the lightning talk in child and youth care education

2022 ◽  
Author(s):  
Johanne Jean-Pierre ◽  
Sabrin Hassan ◽  
Asha Sturge ◽  
Kiaras Gharabaghi ◽  
Megan Lewis ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Data ◽  
Youth Care ◽  
Mixed Methods Study ◽  
First Century ◽  
Metacognitive Skills ◽  
Online Questionnaire ◽  
Child And Youth Care ◽  
Care Workers ◽  
Purposive Sample

<div> <div> <div> <p>Advocacy is an integral part of child and youth care workers’ roles and a significant component of child and youth care politicized praxis and radical youth work. Drawing from the qualitative data of a mixed-methods study conducted in 2019 at a Canadian metropolitan university, this study seeks to unpack how the pedagogy of the lightning talk can foster advocacy skills to effectively and spontaneously speak out with and on behalf of children, youth, and families in everyday practice when an unforeseen systemic challenge or barrier arises. A purposive sample of 70 undergraduate students was recruited in two child and youth care courses, both of which required students to present a lightning talk. Participants completed an online questionnaire with closed-ended and open-ended questions in order to share their perspectives of the pedagogy of the lightning talk. The findings show that the lightning talk fosters twenty-first century and metacognitive skills and, most importantly, advocacy skills. </p> </div> </div> </div>

scholarly journals METACOGNITIVE SKILLS ANALYSIS OF STUDENTS IN INTEGRAL CALCULUS PROBLEM SOLVING

2021 ◽  
Vol 12 (2) ◽  
pp. 170
Author(s):  
Nurina Kurniasari Rahmawati ◽  
S B Waluya ◽  
Rochmad Rochmad ◽  
Isti Hidayah
Keyword(s):  
Problem Solving ◽  
Research Method ◽  
Sampling Technique ◽  
Monitoring And Evaluation ◽  
Observation Data ◽  
Metacognitive Skills ◽  
Integral Calculus ◽  
Evaluation Stage ◽  
Three Stages ◽  
Academic Year

This study aims to describe the profile of students' metacognitive skills in solving integral calculus problems seen from the aspects of planning, monitoring and evaluation metacognitive skills. The research method used is descriptive qualitative research methods. The subjects in this study were 3rd semester students who had taken courses or were taking calculus II courses for the 2020/2021 academic year which were carried out using purposive sampling technique. In this study, the instrument used was a test to measure the ability in solving integral calculus problems in the form of essay questions, unstructured interview guidelines, documentation and observation. Data were analyzed in three stages, namely reduction, presentation, and conclusion or verification. The results in this study were students with high problem solving abilities had met the indicators of metacognitive skills, namely the planning, monitoring and evaluation stages. Students with moderate problem-solving abilities have only reached indicators of metacognitive skills, namely the planning and monitoring stages, but have not reached the evaluation stage, while students with low problem-solving abilities have not measured metacognitive skills indicators both at the planning, monitoring and evaluation stages. So that students with high problem solving abilities are more likely to have good metacognitive skills, because students with high problem solving abilities are well organized from planning, monitoring to the evaluation stage.

scholarly journals DEVELOPING METACOGNITIVE SKILL INSTRUMENT ON FUNGUS CONCEPT

EDUSAINS ◽  
2018 ◽  
Vol 10 (2) ◽  
pp. 243-253
Author(s):  
Zulfiani Zulfiani ◽  
Yanti Herlanti ◽  
Eny S. Rosydatun ◽  
Silak Hasiani ◽  
Ghina Rohmatulloh ◽  
...  
Keyword(s):  
Process Analysis ◽  
Monitoring And Evaluation ◽  
Expert Judgment ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Development Research ◽  
Metacognitive Skills ◽  
Metacognitive Skill ◽  
Learning Success ◽  
Trial Test

PENGEMBANGAN INSTRUMEN KETERAMPILAN METAKOGNITIF PADA KONSEP JAMURAbstractMetacognition involves critical thinking skills, reflective of the cognitive processes of learners who simultaneously monitor their learning success. This research is aimed to develop metacognitive skill instrument on the mushroom concept of class X students of SMA Negeri in South Tangerang. Development research method / Formative Research from van den Akker (2006) with cycle/spiral process: analysis, design, evaluation and revision, systematic reflection and documentation. The metacognitive skills instrument consists of 12 questions, with the construction of 3 high order thinking skill, open-ended, cognitive thinking questions with 9 questions of metacognitive skills (planning, monitoring, and evaluation). Instruments validated through expert judgment and trial test were limited to 38 students and obtained Cronbach Alpha value of 0.832 (high criterion). The instrument was then revised and  re-tested on 96 learners and obtained by Alpha Cronbach 0.746 (high category). The results of this study acquired an alternative method of metacognitive skills measurement of learners are integrated into the biology of learning in the classroom.AbstrakMetakogisi melibatkan keterampilan berpikir kritis, reflektif terhadap proses kognitif peserta didik yang secara simultan memantau keberhasilan belajarnya. Penelitian ini bertujuan mengembangkan instrumen keterampilan metakognitif pada konsep Jamur peserta didik kelas X SMA Negeri di Tangerang Selatan. Metode penelitian pengembangann atau development research dari van den Akker (2006) dengan proses siklus/spiral: analisis, desain, evaluasi dan revisi, refleki sistematik dan dokumentasi. Instrumen keterampilan metakognitif berjumlah 12 pertanyaan, dengan konstruksi  3 pertanyaan kognitif berpikir tingkat tinggi, open ended disertai 9 pertanyaan keterampilan metakognitif (perencanaan, monitoring, dan evaluasi). Instrumen divalidasi melalui expert judgment dan uji coba terbatas pada 38 peserta didik dan diperoleh nilai reliabilitas Alpha Cronbach 0.832 (kategori tinggi). Instrumen kemudian direvisi dan diuji coba kembali  pada 96 peserta didik dan  diperoleh nilai Alpha Cronbach 0.746 (kategori tinggi). Hasil penelitian ini diperoleh alternatif metode pengukuran keterampilan metakognitif peserta didik yang terintegrasi dalam pembelajaran biologi di kelas. 

scholarly journals Models of Metacognition

2019 ◽  
Vol 7 (2) ◽  
pp. 1-4
Author(s):  
C Thenmozhi
Keyword(s):  
Active Role ◽  
Adaptive Behaviour ◽  
Metacognitive Skills ◽  
Social And Emotional ◽  
Domain Specific ◽  
Versus Domain ◽  
Emotional Aspects ◽  
Regulation Of Cognition ◽  
Knowledge Memory ◽  
And Control

Thinking is a common process. Cognitive ability includes knowledge, memory and metacognition.  Knowledge requires memory. These two are inextricably linked. Parents and teachers need to encourage children to take an active role in their learning and show them how to use what they know to the best advantage. Cognition is primarily a mental process. A successful theory of cognition would answer both the epistemological and biological questions. The purpose is to put forward a theory of cognition, that should provide an epistemological insight into the phenomenon of cognition. The concept of metacognition involves knowledge and control of self and control of the process. A metacognitive process consists of planning, strategies, knowledge, monitoring, evaluating and terminating. The Automation of Cognitive and Metacognitive Processes, Social and Emotional aspects of Metacognition, Domain General Versus domain specific Metacognitive Skills. Mata cognition, Intelligence and adaptive behaviour, Ann Brown distinguished between knowledge about cognition and regulation of cognition, Private Speech and Development of Metacognition is the models of metacognition.

Activating Bodies of Knowledge: Improvisation, Cognition, and Sports Education

2011 ◽  
Vol 7 (2) ◽  
Author(s):  
David Scott Ross
Keyword(s):  
Physical Education ◽  
Procedural Knowledge ◽  
Significant Shift ◽  
Game Playing ◽  
Metacognitive Skills ◽  
Embodied Learning ◽  
Teaching Games For Understanding ◽  
Theoretical Perspectives ◽  
Holistic Understanding ◽  
Cognitive Benefits

While researchers in diverse fields have begun using improvisation as a conceptual metaphor for collaborative means of negotiating indeterminacy, little work has related these theoretical perspectives to physical education. In this paper, I argue that improvisation provides a frame for understanding the cognitive benefits of sports play, and presents learning opportunities for developing skills in tactical and strategic thinking, problem solving, and the enactment of procedural knowledge. I begin by drawing upon the work of Varela et. al.(1991) and Lakoff and Johnson (1999) to discuss perspectives which have effected a significant shift in the understanding of the role that embodiment plays in cognition, perspectives which emphasize the interdependence of the organism and its environment. I then discuss the ways in which context-dependent action is fundamental to improvisation, and means by which improvisation-based curricula effectively promote the integration of cognitive, affective and embodied forms of learning. The importance of enactive perspectives is evident in recent curricular theorizing in physical education. I discuss the possible pedagogical application of these perspectives by looking at one model, Teaching Games for Understanding (Light and Fawns 200, Griffin and Butler 2005), which shifts the focus of game playing from skill execution to situated cognition. In schools, physical education class is the primary context in which students have the opportunity to improvise, with group sports as a structured context that utilizes improvisation as a constitutive element in game playing. In contrast to learning environments that are divorced from immediate exigencies in the topics under discussion, sports play encourages players to “think on their feet,” both literally and figuratively. I conclude that, rather than consigning physical education to a marginal position in schools, work needs to be done to foreground the cognitive dimension in sports play and the ways in which cognitive and metacognitive skills in physical education classes may be further enhanced. I suggest that a pedagogical approach that incorporates understandings from improvisation may lead to a more holistic understanding of embodied learning and a reconceptualization of the role that physical education plays in education.

Representing scientific knowledge for quantitative analysis of physical systems

2020 ◽  
Vol 15 (4) ◽  
pp. 439-474
Author(s):  
Soroush Mobasheri ◽  
Mehrnoush Shamsfard
Keyword(s):  
Quantitative Analysis ◽  
Scientific Knowledge ◽  
Procedural Knowledge ◽  
Laws Of Nature ◽  
State Variables ◽  
Specific Level ◽  
Physical Systems ◽  
Domain Specific ◽  
Constraint Network ◽  
Representation Model

Representation of scientific knowledge in ontologies suffers so often from the lack of computational knowledge required for inference. This article aims to perform quantitative analysis on physical systems, that is, to answer questions about values of quantitative state variables of a physical system with known structure. For this objective, we incorporate procedural knowledge on two distinct levels. At the domain-specific level, we propose a representation model for scientific knowledge, i.e. variables, theories, and laws of nature. At the domain-independent level, we provide an algorithm which, given a system S with known structure and a relevant scientific theory T, extracts a constraint network, whose variables are state variables of S defined by T, and whose constraints raise from relevant laws in T. The constraint network is then solved, to build a system of equations whose unknowns are the output variables of S. The proposed representation model and reasoning algorithm are evaluated by applying them to classic analysis examples.

Explicit versus implicit similarity – exploring relational conceptual understanding in organic chemistry

2019 ◽  
Vol 20 (4) ◽  
pp. 924-936 ◽  
Author(s):  
Nicole Graulich ◽  
Sebastian Hedtrich ◽  
René Harzenetter
Keyword(s):  
Organic Chemistry ◽  
Undergraduate Students ◽  
Conceptual Understanding ◽  
Specific Information ◽  
Substitution Reactions ◽  
Representational Competence ◽  
Future Directions ◽  
Large Molecules ◽  
Domain Specific ◽  
Research And Teaching

Learning to interpret organic structures not as an arrangement of lines and letters but, rather, as a representation of chemical entities is a challenge in organic chemistry. To successfully deal with the variety of molecules or mechanistic representations, a learner needs to understand how a representation depicts domain-specific information. Various studies that focused on representational competence have already investigated how learners relate a representation to its corresponding concept. However, aside from a basic connectional representational understanding, the ability to infer a comparable reactivity from multiple different functional groups in large molecules is important for undergraduate students in organic chemistry. In this quantitative study, we aimed at exploring how to assess undergraduate students’ ability to distinguish between conceptually relevant similarities and distracting surface similarities among representations. The instrument consisted of multiple-choice items in four concept categories that are generally used to estimate the reactivity in substitution reactions. This exploratory study shows that the item design for assessing students’ conceptual understanding influences students’ answering patterns. Insights and pitfalls gained from this investigation and future directions for research and teaching are provided.

Reverse Modeling for Domain-Driven Engineering of Publishing Technology

2010 ◽  
Author(s):  
Anne Brüggemann-Klein ◽  
Tamer Demirel ◽  
Dennis Pagano ◽  
Andreas Tai
Keyword(s):  
Case Studies ◽  
Conceptual Modeling ◽  
General View ◽  
Meta Model ◽  
Domain Specific ◽  
Core Set ◽  
Generic Modeling ◽  
Meta Modeling ◽  
One Step ◽  
Publishing Technology

We report in this paper on a technique that we call reverse modeling. Reverse modeling starts with a conceptual model that is formulated in one or more generic modeling technologies such as UML or XML Schema. It abstracts from that model a custom, domain-specific meta-model and re-formulates the original model as an instance of the new meta-model. We demonstrate the value of reverse modeling with two case studies: One domain-specific meta-model facilitates design and user interface of a so-called instance generator for broadcasting productions metadata. Another one structures the translation of XML-encoded printer data for invoices into semantic XML. In a further section of this paper, we take a more general view and survey patterns that have evolved in the conceptual modeling of documents and data and that implicitly suggest sound meta-modeling constructs. Taken together, the two case studies and the survey of patterns in conceptual models bring us one step closer to our superior goal of developing a meta-meta-modeling facility whose instances are custom meta-models for conceptual document and data models. The research that is presented in this paper brings forward a core set of elementary constructors that a meta-meta-modeling facility should provide.

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