Investigating the Transfer of Metacognition to Domains Distinct From Mathematics

The purpose of the present research was to investigate the transfer of metacognition from mathematics to other domains for a post-secondary population. A systematic literature review revealed potential transferability for metacognitive strategic knowledge, metacognitive planning, monitoring, and debugging. Mevarech and Kramarksi’s (1997) IMPROVE model was modified to incorporate the explicit instruction of transfer and then used as the metacognitive intervention for a beginner-level calculus course at the University of Windsor. This occurred over a period of five weeks with n = 90 participants for each of the experimental and control groups. A concurrent, triangulated mixed-method research design was employed to assess metacognition and self-regulated learning: metacognition was assessed quantitatively using Schraw and Dennison’s (1994) Metacognitive Awareness Inventory; recordings of participants’ conversations (i.e., “in-course data”) and recordings of post-intervention interviews with select participants (i.e., “interview data”) constituted the qualitative data. In-course data employed the use of quantitative (i.e., frequency-counting and graphical presentation of the data) and qualitative (i.e., thematic) analyses; interview data employed the use of thematic analysis. Data were collected and analysed separately before being integrated during the interpretation of data. Transfer of metacognitive strategic knowledge, self-regulation, general learning, and metacognitive regulation (i.e., planning, monitoring, and debugging) into near, far, immediate, and some delayed contexts was affirmed. Analysis of the evidence identified the necessity of novel, difficult contexts to facilitate advanced metacognitive behaviours. The necessary incorporation of metacognition into routine learning experiences was affirmed to facilitate transfer into delayed contexts. The interview, intended as an instrument of metacognition, also operated as an intervention itself. Recommendations for future study are included

Development of a Coaxial Electron-Laser Beam Collision Experiment

An electron optical system which propagates an electron beam coaxially with a laser was designed, developed and tested. Greatly improved signal rates were obtained when excitation of various target species under electron impact was studied. Measurements of excitation in nitrogen, specifically the (0,0) second positive band of N2 and (0,1) first negative band of N2 are made and compared with well-known previous results to calibrate the system. Emission cross section measurements were made by direct excitation of a number of argon transitions, including the 3p5 4p [1 1/2] (J=1) -\u3e 3p5 4s [1/2] (J=0) transition. Comparison with previous results showed remarkable agreement in both shape and threshold values. A first attempt to study excitation of an optically allowed level in argon using Laser Induced Fluorescence (LIF) was made using the 3p5 4p [1 1/2] (J=1) -\u3e 3p5 4s [1/2] (J=1) transition