18 research outputs found
Epilogue for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environments
Epilogue for the IJSME Special Issue: Metacognition for science and mathematics learning in technology-infused learning environment
Effects of Edmodo-Assisted Process Writing with the Problematized Scaffolding on the Quality of Students' Writing
This research explored the effects of Edmodo-assisted process writing with the problematized scaffolding on the quality of students' writing. Quasi-Experimental research with one-group pre-posttest was utilized as the research design. The subjects of this research were the second-semester students of the English Department at the Islamic University of Darul ‘Ulum, Lamongan. There were 13 students in the class, and all of them took part in this research. In every seven meetings, they were receiving writing instruction using traditional and Edmodo-assisted process writing with problematized scaffolding respectively. To collect the data, pre-and-posttest were conducted to both class conditions. An interview was also done in the experimental class to capture the students' perception after the implementation of Edmodo. Dependent and independent t-tests were utilized to analyze the data collected. The interview was analyzed qualitatively to support the findings. Results of the analysis indicate that the use of Edmodo-assisted process writing with problematized scaffolding significantly improves the students' writing skills and that the students' score improvement is significantly higher than in the traditional class. Therefore, the USAge of this media is highly recommended
Critical Thinking Process in Online Collaborative Learning Based on Different Group Metacognitive Regulation Levels
Critical thinking (CT) is acknowledged as one of the core skills to survive in the future. Learner’s critical thinking skills (CTS) could be cultivated in online learning through collaborations, which are promoted by group metacognitive regulation (GMR). The existing studies on CTS mainly focus on improving students’ CTS levels but ignore the CT process. In this study, students collaborated online in small groups with the intervention of GMR for four tasks. GMR prompts were applied to guide students in regulating their collaboration. Facione’s CTS model was adopted to code students’ CTS for content analysis. Lag sequential analysis was conducted to reveal students’ CT processes based on different GMR levels. The result shows that GMR is positively significantly correlated with CTS. Students’ CT process differs upon at different GMR levels. High-GMR groups possess the highest frequency and balanced CT process, medium-GMR groups have the most sophisticated CT process, and low-GMR groups have the lowest frequency and simplest CT pattern, which reveals the usefulness of GMR in promoting students’ CTS
Entornos hipermedia: posibilidades y retos
Diversos estudios subrayan el potencial que los entornos hipermedia tienen para el aprendizaje, sin embargo, las intervenciones demuestran desiguales resultados en función del tipo de aprendiz, contexto y caracterÃsticas del entorno del entorno de aprendizaje. En el presente trabajo se sintetizan los resultados de una revisión sistemática de los artÃculos cientÃficos sobre entornos hipermedia indexados en la Web of Science, cuyas conclusiones dan cuenta de las dificultades encontradas en este campo de estudio, asà como permiten proponer medidas para su subsanación
Metacognitive scaffolding during collaborative learning: a promising combination
This article explores the effect of computerized scaffolding with different scaffolds
(structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we
investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted,
shared and co-constructed metacognitive activities in 18 triads (6 control groups; no scaffolds
and 12 experimental groups; 6 structuring scaffolds and 6 problematizing scaffolds).We found
that groups receiving scaffolding showed significantly more intra-group interactions in which
the group members co-construct social metacognitive activities. Groups receiving
problematizing scaffolds showed significantly less ignored and more co-constructed social
metacognitive interaction compared to groups receiving structuring scaffolds. These findings
indicate that scaffolding positively influenced the group members’ intra-group social
metacognitive interaction. We also found a significant relation between students’ participation
in intra-group social metacognitive interaction and students’ metacognitive knowledge.
Twelve percent of the variance in students’ metacognitive knowledge was explained by their
participation in intra-group shared social metacognitive interaction. Therefore, future research
should consider how to design scaffolds that elicit intra-group social metacognitive interaction
among group members to enhance the development of students’ metacognitive knowledge
Implementation of Authentic Learning and Assessment through STEM Education Approach to Improve Students’ Metacognitive Skills
The important aspects of improving metacognitive skills are knowledge, intelligence, experience, and practice. STEM education is considered to be one of the most influential approaches to encouraging students to be self-regulated learners. In STEM education lessons, students are provided many opportunities to develop their thinking skills (metacognitive skills, critical and creative thinking). The goals of this study were to identify the effects of STEM education in the improvement of metacognitive skills, and to investigate metacognitive activities in STEM education. The participants were middle school students in the third year. The research instrument was the Metacognitive Activities Inventory (MCAI), used to identify changes in metacognitive skills before and after the lessons. Furthermore, portfolios were used to record students’ learning processes and help them reflect on their thinking and the tasks. The results show no significant changes in metacognitive skills. However, STEM education engages students in metacognitive activities. Therefore, implementation of STEM education in the classroom provides opportunities to students for understanding the importance of the integration of different disciplines and its applications. In addition, STEM education can increase students’ interest in science lessons