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Journal of Research in Education, v23 n1 p77-93 Spr 2013

Metacognition is often described as knowledge and control over one's cognitive processes. Models of metacognition often include knowledge monitoring as the foundation of metacognitive skills. The current study was designed to determine whether the ability to accurately assess one's knowledge can increase throughout a semester long course, when students are provided knowledge monitoring practice. Undergraduates enrolled in an educational psychology course were administered 13 exams during the course of a semester and provided a number of opportunities to practice knowledge monitoring. Prior to each exam students were required to predict their exam scores. Calibration (the difference between predicted scores and actual performance) improved over the course of the semester. However, the data also revealed improved calibration might have been an artifact of the data. Put differently, calibration was poor at the beginning of the semester as students were on average overconfident. By the end of the semester, students predicted scores had not changed, but exam scores increased thus improving calibration.

Descriptors: Undergraduate Students, Scores, Educational Psychology, Teaching Methods, Tests, Prediction, Student Attitudes, Course Descriptions, Outcomes of Education, Metacognition, Accuracy, Questionnaires

Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal[at]gmail.com; Web site: http://www.eeraorganization.org





Autor: Was, Christopher A.; Beziat, Tara L. R.; Isaacson, Randy M.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1007&id=EJ1098426







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