The study of effect Metatheorical curricula’s implementation in educational performances of Tehran universities in educational science (original) (raw)
Related papers
International Journal on Studies in Education
This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped according to the student’s level of education and the scientific disciplines being studied. However, the obtained positive and large effect sizes suggested that the use and integration of metacognition can be effectively implemented whether students are in the elementary, secondary or tertiary level, be it Biological or Physical Science. Moreover, the metacognitive strategies employed by individ...
Overview of Metatheory of Educational Knowledge
Metatheoretical study is a second-order study that deals with the nature and characteristics of theory. Metatheory of educational knowledge, thus, takes educational knowledge and theory as its object of study. The questions this study involves are: What is the nature of educational knowledge? What is the relation of educational knowledge to other kinds of knowledge? Is there a unified or different kinds of educational knowledge? How is an educational theory verified? Naturally, there are different answers to these questions given by different metatheoretical accounts. In what follows, these metatheories are reviewed briefly.
Research in Social Sciences, 2018
According to the extant literature, the positive roles of learning styles, teaching strategies, need for cognition, and meta-cognition on promotion and enhancing level of academic achievement is irrefutable. This study aims to plan for identifying the impact of mentioned variables on the academic achievement of students in the Educational Centers. The developed research model is based on a review in literature and is a comprehensive model which consists of four independent variables namely learning styles, teaching strategies, need for cognition, and meta-cognition. And one dependent variable that is academic achievement. In order to reach major and minor research objectives, the author develops a survey instrument with a proper standard and introduces a quantitative approach involving the distribution of questionnaires among students implementable in any educational centers. Total collected data can be analyzed through the Statistical Package for Social Science (SPSS) or Structural Equation Modeling via Analysis of Moment Structure (AMOS) program (SEM-AMOS). In order to answer research questions and testing developed hypotheses of this study, reliability test, descriptive statistics, factor analysis, correlation test, and multiple regression analyses can be run in SPSS and it can be run confirmatory factor analysis (CFA) in AMOS program with two-step strategy proposed by (Anderson and Gerbing 1988). The contribution of this scientific research will be pragmatic for academics in this research era because of the comprehensive research model. Also, this research has an outstanding role in bringing insight and realization for deputy deans, rectorates in the educational centers. Finally, the value of findings will be beneficial for promoting and increasing the level of academic achievement through learning styles, teaching strategies, need for cognition, and meta-cognition.
The effect of cognitive and metacognitive strategies in academic achievement: A systematic review
The existence of different researches on the relationship between learning strategies and academic achievement indicates the positive and efficient influence of these strategies on the learning process. The present study was conducted using the systematic review method, and with the aim of investigating the effect of cognitive and metacognitive strategies on academic achievement. The population of the present study is available studies related to the effects of cognitive and metacognitive strategies on academic achievement in Iran and abroad. The period of investigation of internal articles was from 2004 to 2014, and the period of the investigation of articles published in other countries was from 2000 to 2014. The results of different research indicated that learning strategies such as cognitive and metacognitive strategies have had the most effects on academic achievement of school and university students in different courses. In general, it can be said that learning strategies, from each type (cognitive and metacognitive) in all studies (experimental, quasi-experimental, relational or correlational), in all learners (females and males) are very effective on the degree of their learning in different courses (experimental sciences, mathematics, and English Language).
A Bibliometric Analysis: Metaverse in Education Concept
Journal of Metaverse, 2023
During the last decade technological transformation prospered, and digital environments such as Metaverse started to come to life. Metaverse is a hypothesis of the next generation of the Internet, which consists of an online 3D virtual environment and limited physical interaction. Due to the growth of Metaverse technology in various fields and the importance of using it in education, it is being observed that published research related to this topic is also growing. Therefore, the purpose is this study is to review and identify the application areas of this emerging technology for the education field by providing a bibliometric analysis of the literature related to Metaverse. This research contributes to literature as it addresses the status, gaps, and the direction for future research. Methods: In the bibliometric analysis, an electronic search was done via a scientific database named Dimensions by combining topic-related keywords for 'metaverse' and 'education' within the time frame of 2004 and 2022. The data gathered by a data extraction table from 5,048 articles retrieved and analysis run by VOSviewer data visualization tool. Results: Of 5,048 articles found through the initial search, most of the studies (48.02%) were published in 2022, and Singapore, Japan, China, and UK are the main countries for the studies and citations appearing dominantly. The main three keywords for 'metaverse' and 'education' articles include: virtual worlds, video and metaverse platforms. Summary: The use of metaverse in education has been expanding rapidly in literature during recent years. Yet this study reveals that research is still limited to the main four countries, and studied subtopics are very primitive and vague. Available citations show weak link strength meaning the depth of the studies in the literature is not satisfactory, yet, which is because the metaverse itself is not enough without the supporting technologies. Implications: Educators and scientific researchers could rethink what types of technologies belong to the metaverse and how it has the potential to influence the education sector. Policymakers and educators could refer to this study for metaverse learning environment expansion of their future policy and executions.
Investigation of the relation between metamemory and university students' examination performance
Journal of Educational Psychology, 1987
Responses obtained from a metamemory questionnaire were compared with how well university students prepared for in-class, multiple-choice examinations. In addition, recall readiness was assessed by having students predict their performance immediately prior to each in-class examination, and students were asked to rate how 16 performance factors influenced their examination performance. The students sampled had satisfactory metamemory. Both correlational and contingency analyses of results from the initial study and a replication indicated a positive relation between classroom performance and students' recommended use of organizational and self-testing strategies when they planned study for a free-recall task. Students were found to be good at assessing their exam readiness. The more successful university students rated the importance of intellectual ability differently from their less successful peers, This article is based in part on a paper presented at the meeting of the Society for Research in Human Development in Denver. Colorado, in March 1984. The suggestion to use questions answered correctly in a replication sample for Study 2 was made by an anonymous reviewer and is gratefully acknowledged.
Research about Metacognition in Science Education: A Case of Basic Education in Thailand
Journal of Physics: Conference Series, 2019
Metacognition has been regarded as a research variable more than four decades ago with its general definition of knowing about knowing. It is genuinely difficult to study about metacognition because it is an abstract process occurred in one’s mind. A number of studies about metacognition have been conducted in an international context to derive more understanding about a metacognitive process and its benefits. There are some studies related to metacognition in the Thai context; so, it is a need to explore the current situation of metacognition research in Thailand. The metacognitive studies conducted during 2002-2016 have been intensively reviewed. The researchers found 22 research studies related to metacognition in Thailand; three, 10 and nine of them had been conducted in the primary, lower-secondary and upper-secondary levels, respectively. All metacognitive studies could be grouped into five categories: a) Impact of metacognition on other research variables (n = 9); b) Teaching...
Exploring the Metacognitive Orientation of the Science Classrooms in a Thai Context
Procedia - Social and Behavioral Sciences, 2012
The metacognitive orientation of a learning environment is the extent to which that environment supports the development and . and development. The Metacognitive Orientation Learning Environment Scale Science (MOLES-S) is the instrument measures interventions have resulted in enhanced student metacognition are evident in their science classrooms. This study aim to explored the metacognitive orientation of the classrooms of 1,376 Grades 10-12 students in Northeast Thailand and their perceptions of those environments. The Metacognitive Orientation Learning Environment Scale Science (MOLES-S) analysis of the data classroom learning environments had as not be sufficiently oriented to developing and enhancing -The participants with different school, grade, gender and age did not significantly have different metacognitive orientation of the classrooms there were no interaction among school, grade, gender and age variables.
Meta-analysis of Jelajah Alam Sekitar (JAS) Approach Implementation in Learning Procces
Jurnal Pendidikan IPA Indonesia, 2017
The results of tracer studies on the approach of Jelajah Alam Sekitar (JAS) or environment exploring learning has been detected is used in eight provinces in Indonesia and studied in the learning begin primary school to college. Then, how the effectiveness of the implementation of the JAS approach in improving the learning process. This study uses meta-analysis-data in the form of descriptive exploratory qualitative. Data was taken from the various thesis, and research faculty in the last 10 years. Data analysis was performed by calculating the percentage of the same findings for similar problems. The results showed a wide range of studies using different methods and approach such as qualitative descriptive, quasi-experimental, PTK and R and D to produce evidence that the approach JAS effective when applied in teaching, especially teaching biology in a variety of teaching materials. Various studies have shown the approach JAS managed to increase learning outcomes, can differentiate learning outcomes between treatment and control groups in which the treatment group had a mean score higher. Models/ strategies/methods centered learning students are very relevant to implementation approach JAS making it seem more real, like a model of cooperative learning, think pair share, strategy role-playing, the investigation group, learning cycle 5e, hands-on activity, and so on, making it possible to continuously assessed and developed in the paradigm of competency-based curriculum developed.