The metacognitive knowledge of adolescent students during the information search process (original) (raw)
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Talk as a metacognitive strategy during the information search process of adolescents
2010
Introduction. This paper describes a metacognitive strategy related to the social dimension of the information search process of adolescents. Method. A case study that used naturalistic methods to explore the metacognitive thinking and associated emotions of ten adolescents. The study was framed by Kuhlthau's Information Search Process model and the construct of metacognition. Analysis.Data analysis used the words and actions of the participants to tell the story of their journey through the information search process. Results.The study found that talk was used as a metacognitive strategy to help clarify thinking and that the talk strategy was more likely to be implemented face-to-face with trusted family and friends, than with the class teacher and college librarian or even social media. Conclusions. There is a strong social component attached to metacognitive knowledge during the information search process. Face-to-face social processes during information seeking are an important consideration in the design of library and information systems and services for young people. Utilizing the social component of metacognitive knowledge to its maximum benefit is an important lesson that needs to be taught to young people.
Assessing metacognitive knowledge - Journal for
2013
Educational processes in modern information societies require personal initiative-not only in institutional contexts but also in out-of-school and working environments. Besides cognitive competencies (e.g., reading or mathematical literacy), a person's ability to regulate his/her own learning processes is therefore of particular importance for successful learning and working. Metacognition is a central component in the process of self-regulated learning. It is defi ned as cognition about cognition and encompasses two components: the knowledge component and the regulation component. To better understand how metacognition evolves and how its development is infl uenced by cognitive and motivational components, the German National Educational Panel Study (NEPS) aims at assessing diff erent aspects of metacognition as well as self-regulation in the respective phases of the lifespan. The present paper gives an overview on the general approach of assessing metacognition and self-regulation within the NEPS, focusing on the assessment of one specifi c component of metacognition, namely, metacognitive knowledge. Results from two pilot studies on a newly developed test instrument (with two experimentally varied versions of the test) for secondary school students are presented. The results concerning the metacognitive knowledge test are discussed not only with regard to further developments within the NEPS but also with regard to their theoretical and practical implications.
This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students metacognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, metacognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed. Abstract This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students meta-cognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, meta-cognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed.
How students evaluate information and sources when searching the World Wide Web for information
Computers & Education, 2009
The World Wide Web (WWW) has become the biggest information source for students while solving information problems for school projects. Since anyone can post anything on the WWW, information is often unreliable or incomplete, and it is important to evaluate sources and information before using them. Earlier research has shown that students have difficulties with evaluating sources and information. This study investigates the criteria secondary educational students use while searching the Web for information. 23 students solved two information problems while thinking aloud. After completing the tasks they were interviewed in groups on their use of criteria. Results show that students do not evaluate results, source and information very often. The criteria students mention when asked which criteria are important for evaluating information are not always the same criteria they mention while solving the information problems. They mentioned more criteria but also admitted not always using these criteria while searching the Web.
In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are components of metacognitive skillfulness. The first objective was to gain insight in the development of both quantity and quality of metacognitive skills in young adolescents (aged 12-15 years). The second objective was to establish whether development of metacognitive skills is intelligence related or relatively intelligence independent. Finally, the generality vs. domain specificity of developing metacognitive skills was investigated. In a 3-year longitudinal study, participants performed two different tasks (text studying and problem solving) in two different domains (history and math), while thinking aloud. Results show that between the age of 12 and 15 years, metacognitive skills do not develop linearly or at the same pace. Furthermore, metacognitive skills contribute to learning performance, partly independent of intellectual ability. Finally, the results show that metacognitive skills appear to be predominantly general by nature over the years. Although a smaller domain-specific component was found as well in the first 2 years, this component disintegrated in the third year. The age around 15 years appears to be a relevant point in time during the developmental trajectory of metacognitive skills: Growth is (temporarily) put on hold, while the nature of these skills becomes fully general.
When metacognitive prompts help information search in collaborative setting
2012
Introduction It is not surprising that information problem solving (IPS) as “metacognitively complex situations” ( Veenman et al., 2004 ) become an interesting area to study ways to foster the metacognitive processing they required, but that are not spontaneously activated. Objective The goal of the present study was to investigate the positive effect of metacognitive incentives, provided as question prompts, on the metacognitive processing required to collaboratively solve the information problem, and on the IPS scores. Method On the basis of the literature, the prompts were embedded in the IPS process and aimed to support three steps of IPS: information search, information classification and information presentation. Such question prompts were expected to positively impact IPS scores related to each step, compared to a condition without prompt. Moreover, we assumed that the positive effects of question prompts would be mediated by the level of metacognitive processing they activat...
The Development of Students’ Metacognitive Competences. A Case Study
International Journal of Computers Communications & Control, 2010
In the information society metacognitive competencies are essential. Based on some activities from the Enrichment Instrumental Program elaborated by professor Reuven Feuerstein we have designed a program for developing the students capacities of selfcontrol, selfknowing and intelectual learning strategies. The case study presents the formation of students' metacognitive competences at the "Lucian Blaga" University of Sibiu, "Hermann Oberth" Faculty of Enginereeing, Department of Computers Sciences. A Web based application has been developed in order to enable students to self-evaluate their metacognitive competencies and to acquire self-regulatory abilities.