Greek teachers’ metacognitive awareness on reading strategies

2018 ◽  
Vol 5 (1) ◽  
pp. 68-74
Author(s):  
Maria Koulianou ◽  
Stavroula Samartzi
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Reading Strategies ◽  
Metacognitive Awareness ◽  
School Teachers ◽  
Regulation Of Cognition ◽  
Metacognitive Reading Strategies ◽  
Metacognitive Awareness Inventory ◽  
Of Greece

The purpose of the present study was to enlighten teachers’ metacognitive awareness of reading strategies. Several inventories concerning students’ metacognitive reading strategies have been developed but none of them refers to teachers’ metacognitive awareness. Teachers’ metacognition is the least explored area in education. The scope was to investigate teachers’ metacognitive awareness of their reading strategies via Metacognitive Awareness Inventory and Metacognitive Awareness Inventory for Teachers tools. During the study, 290 high school teachers from different regions of Greece participated in questionnaire procedure. The analysis of the results showed that teachers more often use problem-solving and global than support-type strategies. The analysis of both inventories revealed a higher significant correlation between regulation of cognition and metacognitive reading strategies. The findings of this study showed that teachers’ metacognitive reading strategies remain implicit. Furthermore, investigation is recommended. Keywords: Metacognitive awareness, metacognitive reading strategies, MARSI, MAIT, teachers.

scholarly journals Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

2016 ◽  
Vol 36 (3) ◽  
pp. 255-268 ◽  
Author(s):  
Olga Revilla Muñoz ◽  
Francisco Alpiste Penalba ◽  
Joaquín Fernández Sánchez ◽  
Olga C. Santos
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
School Teachers ◽  
Problem Solving Skills

scholarly journals Γνωστική και μεταγνωστική επίδοση των παιδιών κατά την προσχολική και πρώτη σχολική ηλικία: Ρυθμός ανάπτυξης και ατομικές διαφορές

2020 ◽  
Vol 24 (1) ◽  
pp. 157
Author(s):  
Ελευθερία Ντούση ◽  
Ελευθερία Ν. Γωνίδα ◽  
Γρηγόρης Κιοσέογλου
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Metacognitive Awareness ◽  
Greek Language ◽  
Factorial Structure ◽  
Greek Version ◽  
Good Internal Consistency ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies

The paper presents the adaptation of the Metacognitive Awareness of ReadingStrategies Inventory (MARSI) in the Greek language. MARSI was designed toevaluate the metacognitive awareness and the perceived use of school andacademic content reading strategies by students. The tool measures three subscales: General strategies, problem-solving strategies, and support reading strategies. The present study examined the factorial structure and the psychometric properties of the Greek version of MARSI revealing good internal consistency and testretest reliability. The use of MARSI showed that the Greek students with and without learning difficulties use metacognitive reading strategies, but they score low in support reading strategies.

Problem Solving Within the Mathematics Classroom: Challenges and Recommendations

2021 ◽  
Vol 19 (2) ◽  
pp. 101-111
Author(s):  
Avalloy McCarthy-Curvin ◽  
Camella Buddo ◽  
Lois George
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Teaching And Learning ◽  
Mathematics Classroom ◽  
School Teachers ◽  
Is Implementation ◽  
Professional Development For Teachers ◽  
Mathematics Teaching And Learning ◽  
Teaching Learning

This research (the second part of a 2-part study) sought to investigate selected high school teachers’ knowledge and use of a problem solving approach to mathematics teaching and learning. It also examined the challenges that they experienced in implementing this pedagogical approach. A survey research design was used for this research whereby data were collected using a questionnaire with closed- and open-ended items. Thirty-one high school teachers from Jamaica participated in the study. The findings indicated that the teachers generally used a problem solving approach during instruction very regularly and felt extremely competent when using the approach. Some of the most frequently reported challenges included students’ lack of interest and tenacity in solving problems; teachers’ heavy workload; and the time consuming nature of the approach. One key recommendation to address the challenges raised is implementation of professional development for teachers to guide them in effectively incorporating problem solving as a teaching/learning approach in the mathematics classroom.

scholarly journals Pre-service primary school teachers’ metacognitive awareness and beliefs about mathematical problem solving

2021 ◽  
Vol 6 (3) ◽  
pp. 239-259
Author(s):  
Alper Yorulmaz ◽  
Hümeyra Uysal ◽  
Halil Çokçaliskan
Keyword(s):  
Problem Solving ◽  
Primary School ◽  
Mathematical Problem ◽  
Metacognitive Awareness ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Primary School Teachers ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

Metacognitive awareness is a variable that is thought to affect beliefs in  problem solving. When the literature is examined, it is seen that the studies mostly focus on metacognitive awareness and problem solving skills. Therefore, the aim is to determine pre-service primary school teachers’ metacognitive awareness and beliefs in mathematical problem solving. In this study, it is thought that it will contribute to the researches that will be carried out regarding the investigation of the relationship between metacognitive awareness and beliefs about problem solving and its implementation with pre-service primary school teachers. The study, designed as the correlational survey model, included a total of 284 pre-service primary school teachers attending a university in the Aegean Region of Turkey. The data were collected with the “Metacognitive Awareness Inventory” and the “Scale of Beliefs about Mathematical Problem Solving”. In the analysis, descriptive statistics, difference test, correlation and regression analyses were used. As a result, the pre-service primary school teachers’ metacognitive awareness was found to be high and their beliefs about mathematical problem solving were found to be medium. While metacognitive awareness was found to be not varying significantly by gender, beliefs about mathematical problem solving were found to be varying significantly by gender in favor of the male pre-service teachers. Moreover, a medium and significant correlation was found between metacognitive awareness and beliefs about mathematical problem solving. It was also found that metacognitive awareness explained 13% of the variance in the dependent variable of beliefs about mathematical problem solving.

scholarly journals Kesadaran Metakognitif Siswa dalam Pembelajaran Berbasis Proyek pada Pokok Bahasan Pencemaran Lingkungan

2018 ◽  
Vol 1 (1) ◽  
pp. 39
Author(s):  
Rizky Sandy Adhitama ◽  
Kusnadi Kusnadi ◽  
Bambang Supriatno
Keyword(s):  
High School ◽  
Procedural Knowledge ◽  
First Grade ◽  
Project Based Learning ◽  
Metacognitive Awareness ◽  
Public High School ◽  
Level Of Knowledge ◽  
Regulation Of Cognition ◽  
Metacognitive Awareness Inventory ◽  
The Relationship

The purposes of this research are to investigate the level of senior high school student’s metacognitive awareness, the relationship between knowledge about cognition and regulation of cognition, and the relation among all indicators of metacognitive awareness which examined through project-based learning in Environtmental Polution concept. The subject of this study is first grade-students in one of public high school in Bandung. To reveal metacognitive awareness, we used Metacognitive Awareness Inventory modified from Schraw and Dennison (1994). The results of this research revealed that majority of students have good metacognitive awareness level, and the rest are very good and adequate. Then, majority of students have good level of knowledge about cognition and regulation of cognition aspect. The results also revealed that there are very high correlation between knowledge about cognition and regulation of cognition. Metacognitive awareness indicators have also high correlation among them, except declarative and procedural knowledge, which have a low correlation. Through this research, we found that project-based learning are able to facilitated the students to use their metacognitive awareness in Environtmental Polution concepts with the learning process.

scholarly journals Pedagogies and Didactic of Junior High School Teachers on Learning Process on Mathematical Problem Solving

2021 ◽  
Vol 13 (2) ◽  
pp. 807-821
Author(s):  
Yulyanti Harisman ◽  
Muchamad Subali Noto ◽  
Wahyu Hidayat ◽  
Mhmd. Habibi ◽  
Anny Sovia
Keyword(s):  
High School ◽  
Problem Solving ◽  
High School Teachers ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
School Teachers ◽  
Junior High School Teachers

This study aims to see how the three junior high school teachers are in the learning process of problem-solving. Each teacher has documented their learning process that has been conducted during three meetings. The topic observation materials were Geometry; the materials chosen were because the topic would enable the process of learning about mathematical problem-solving. Videos of the learning process would be analyzed to see how the depth and breadth of pedagogical and didactic aspects of each teacher. The type of this research is descriptive research by using the study cases method. Based on the finding of the research, it was obtained a theory that suggested three categories of the depth of didactic and pedagogical aspects of teachers in the process of solving mathematical problems. These three categories are named in this paper with good, very good, and excellent categories. These three categories will be explained detail in this paper.

scholarly journals THE PROFILES OF METACOGNITIVE READING STRATEGIES OF SUCCESSFUL AND UNSUCCESSFUL EFL LEARNERS OF SENIOR HIGH SCHOOL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Muhammad Reffyal ◽  
Abidin Pammu ◽  
Sukmawaty Sukmawaty
Keyword(s):  
High School ◽  
Reading Strategies ◽  
Senior High School ◽  
Metacognitive Awareness ◽  
Efl Learners ◽  
Support Strategy ◽  
Metacognitive Reading Strategies ◽  
Problem Solving Strategy ◽  
High Level ◽  
Solving Strategy

The ability to read in English as a foreign language is very important for senior high school because it will affect their productive skills such as writing and speaking. The objective of this research was to present the profiles of metacognitive reading strategies of successful and unsuccessful EFL learners of high school at SMA Negeri 1 Pamboang. The address of reading strategies is expected to provide useful information both for students and teachers secondary school. At least, the information about strategies can improve the quality of education especially in teaching reading as a core subject. The current study reports an investigation of EFL learners profiles of metacognitive reading strategies in Indonesian context. This exploratory paradigm was an attempt to reveal what level of metacognitive awareness of both successful and unsuccessful learners at the senior high school level. The study was carried out at SMA Negeri 1 Pamboang, Majene Regency and employed quantitative and qualitative methods. Using purposive sampling method, seventy-two (72) EFL learners filled in the MARSI questionnaire (Metacognitive Awareness Reading Strategy Inventory) by Mokhtari & Reichard (2002) to deal with the metacognitive part. 20 samples from seventy-two participants were selected to participate in interview session. The former employed statistical tool (SPSS 22) to reveal the level of learners’ metacognitive awareness. The statistical analysis indicated high level of metacognitive of awareness in all sub-scales (Global Strategy, M=3.59, SD=0.56, Support Strategy, M=3.51, SD=0.77, Problem Solving Strategy, M=3.77, SD=0.65) for the successful group. The unsuccessful group, on the other hand, indicated medium level on both Global and Support Strategy (M=3.16, SD=0.60, M=3.06, SD=0.49) with the exception of Problem Solving Strategy with a high level of awareness (M=3.58, SD=0.55). Interviews showed that many students, especially unsuccessful learners, have a clear purpose when reading but when they did not understand they choose to discuss with friends. This finding warranted the need for the design of strategy training with the focus on strategy consolidation to make these learners employ these existing strategies in more productive and efficient manner. 

scholarly journals Μεταγνωστικές Στρατηγικές Ανάγνωσης: Ελληνική Προσαρμογή του Εργαλείου MARSI και συγκριτική μελέτη σε έφηβους μαθητές με και χωρίς ειδικές μαθησιακές δυσκολίες

2020 ◽  
Vol 24 (1) ◽  
pp. 138
Author(s):  
Μαρία Κουλιανού ◽  
Πέτρος Ρούσσος ◽  
Σταυρούλα Σαμαρτζή
Keyword(s):  
Problem Solving ◽  
Reading Strategies ◽  
Learning Difficulties ◽  
Metacognitive Awareness ◽  
Greek Language ◽  
Factorial Structure ◽  
Greek Version ◽  
Good Internal Consistency ◽  
Problem Solving Strategies ◽  
Metacognitive Reading Strategies

The paper presents the adaptation of the Metacognitive Awareness of ReadingStrategies Inventory (MARSI) in the Greek language. MARSI was designed toevaluate the metacognitive awareness and the perceived use of school andacademic content reading strategies by students. The tool measures three subscales: General strategies, problem-solving strategies, and support reading strategies. The present study examined the factorial structure and the psychometric properties of the Greek version of MARSI revealing good internal consistency and testretest reliability. The use of MARSI showed that the Greek students with and without learning difficulties use metacognitive reading strategies, but they score low in support reading strategies.

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