Does Metacognitive Reflection Benefit Art Students?

The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students’ reflections provides additional benefits. This qua...

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Bibliographic Details
Published inInternational dialogues on education Vol. 6; no. 2; pp. 139 - 163
Main Author Howe, Eric E.
Format Journal Article
LanguageEnglish
Published International Dialogues on Education: Past and Present 12.11.2019
IDE Journal
Subjects
Academic Achievement
Academic Language
Art Education
Comparative Analysis
Educational Benefits
Feedback (Response)
Intelligence
Metacognition
metacognition, academic language, reflection, teacher feedback, visual arts
Middle School Students
Pretests Posttests
Reflection
Retention (Psychology)
Scores
Self Esteem
Student Attitudes
Teaching Methods
Vocabulary Development
Washington
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Summary:The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students’ reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students’ ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = .37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback.
ISSN:2198-5944
2198-5944
DOI:10.53308/ide.v6i2.65