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Educational Assessment, Evaluation, and Research

Georgia Southern University

Metacognition

Articles 1 - 9 of 9

Full-Text Articles in Education

Literacy-Based Action Research: Strategies For Improving Student Achievement, Anne Katz Ph.D., Deborah Jaudon, Danielle Russell, Jennifer Formby Mar 2018

Literacy-Based Action Research: Strategies For Improving Student Achievement, Anne Katz Ph.D., Deborah Jaudon, Danielle Russell, Jennifer Formby

National Youth-At-Risk Conference Savannah

The presentation will highlight literacy-based action research projects by three Reading Specialist M.Ed. graduate students. The topics of enhancing struggling readers’ vocabulary development using technology; effects of technology during summer school on student promotion; as well as infusion of dialogue and metacognitive strategies to promote self-efficacy and early reading success were explored. Tools for attendees to implement the process of action research in their own classroom will be outlined.


Using A Strategy Project To Promote Self-Regulated Learning, Hillary H. Steiner Mar 2017

Using A Strategy Project To Promote Self-Regulated Learning, Hillary H. Steiner

SoTL Commons Conference

Success in college requires the development of self-regulated learning strategies that move beyond high school skills, but teaching these strategies can be challenging. In this presentation, participants will learn about an instructional method that requires students to practice self-regulated learning strategies--active reading, management of study time and achievement goals, proactive interaction with faculty, metacognitive reflection, and more—within the context of a student-selected course. The presenter will share data from two years of research on the assignment’s efficacy and engage participants in discussion about the potential applications of self-regulated learning in their own classrooms.


To Be Or Not To Be---Is That A Good Question??, Sandra Browning Mar 2014

To Be Or Not To Be---Is That A Good Question??, Sandra Browning

SoTL Commons Conference

Research has demonstrated an interest in the relationship between teachers’ questioning strategies and children’s ability to reason (Baroody & Ginsburg, 1990; Buschman, 2001; Carpenter, Fennema, Peterson, Chiang & Loef, 1989; Fennema, Carpenter, Franke, & Carey, 1993; Fennema, Franke, Carpenter & Carey, 1993, Sousa, 2000). Helping preservice teachers develop effective questioning strategies is an important component of a teacher education program. This session describes an exploration designed to determine if elementary preservice teachers can use Webb's Depth of Knowledge Chart to (a) recognize effective questioning strategies when observing inservice teachers and (b) analyze the effectiveness of their own questioning strategies after field experiences. After instruction on questioning strategies and ...


How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman Mar 2013

How Does Eliciting Student Feedback Impact The Quality Of Instruction And Student Learning Outcomes For Non-Majors In Required Courses?, Patricia Rieman

SoTL Commons Conference

This project was inspired by Schmidt, Becker, Wissmiller, Nyland, and Surdick (ISSoTL 2011), who investigated how improved communication of expectations impacted student motivation, metacognition, and learning environment. Secondary education minors (content area majors) who must take a language arts methods course often struggle to understand just why it is required for them. Rieman hopes to determine whether, with an opportunity to state opinions and questions in an anonymous, safe online environment in which she can address questions and concerns, students will develop a better understanding, and thus, acceptance, of the course requirement. Another question is whether such student acceptance will ...


Implementing Practices To Enhance Student Consciousness Of Their Learning, Lauren Scharff, James S. Rolf, Sarah Robinson, James Scoville Mar 2012

Implementing Practices To Enhance Student Consciousness Of Their Learning, Lauren Scharff, James S. Rolf, Sarah Robinson, James Scoville

SoTL Commons Conference

Students often focus on required course products or solutions to assignments rather than taking time to consciously examine their learning and how they might learn better. By becoming conscious of practices that positively impact their learning, we believe that students will come to more strongly value those practices, be more likely to engage in them and, ultimately, improve the quality of their work. A common approach to enhancing student awareness of their learning is to incorporate multiple written and discussion reflection activities. This type of approach is not feasible in all classes, and if used in too many classes might ...


Student Self-Perceptions And Cognitive Abilities, Don Slater, Ludwika Goodson Mar 2009

Student Self-Perceptions And Cognitive Abilities, Don Slater, Ludwika Goodson

SoTL Commons Conference

This poster presentation summarizes research that has been conducted on self-reflection, metacognition, and motivation. It explores the use of a confidence-assessment technique and how it operates as an advance organizer for instruction and serves as a study guide for students. Student perceptions of learning were examined with formative evaluation self-reports, tests, and confidence ratings before and after instruction. This study compares high and low-scoring groups based on their test results to confidence ratings about knowledge and skills.


Teaching Metacognition To Improve Critical Thinking Skills In Introductory Science Courses, Julie Reynolds, Paula Lemons Mar 2009

Teaching Metacognition To Improve Critical Thinking Skills In Introductory Science Courses, Julie Reynolds, Paula Lemons

SoTL Commons Conference

We have three goals for this session. The first is to describe the writing exercise we designed to teach critical thinking skills in an introductory biology laboratory, including the rationale and theoretical basis for our approach. Our second goal is to report on the results of a study we conducted to test the effectiveness of this approach at teaching critical thinking through metacognition. Third, in considering the most common barriers to teaching critical thinking in introductory science courses (time and instructor expertise), we will describe how instructional technologies such as Calibrated Peer Review can facilitate implementation of this exercise. We ...


Exposing Inadequate Knowledge Frameworks While Building Learner Confidence? Strange, But Successful, Bedfellows, Adrianne Kinnear Mar 2009

Exposing Inadequate Knowledge Frameworks While Building Learner Confidence? Strange, But Successful, Bedfellows, Adrianne Kinnear

SoTL Commons Conference

This presentation will enable you to ‘experience' a course for preservice primary teachers that was underpinned by 1) interactive, group participation in rich, authentic tasks that involved cognitive dissonance; 2) a unique combination of experiences culminating in “Conception Reflections” that prompted students to reflect on, critique and evaluate their prior knowledge. Because the course had the potential to reduce learner confidence, this project evaluated the students' pre- and post-course attitudes to science, and their responses to the unique course experiences. These responses will be shared in the presentation. The session will provide opportunities for discussion around such issues as: What ...


Knowledge Surveys: Helping Students Self-Assess, Jon M. Clauss, C. Kevin Geedey Nov 2007

Knowledge Surveys: Helping Students Self-Assess, Jon M. Clauss, C. Kevin Geedey

SoTL Commons Conference

There is an obvious desire to increase students' efficacy at transferring the knowledge and skills acquired in one situation to new tasks or contexts. Active learning theory points to the importance of helping students take control of their learning, monitor their level of understanding and assess learning strategies, in order to achieve this transfer. Knowledge surveys are intended to improve a student's ability to self-assess and enhance the subsequent transfer of skills. Knowledge surveys cover the content and the full range of cognitive levels of a course. Taken several times during the course, students rate their ability to answer ...