Why Didn't I Think of that? Teachers' Influence on Students' Metacognitive Knowledge of How to Help Students Acquire Metacognitive Abilities

In this study, qualitative evidence is collected--through classroom observations and teacher and student interviews--to study the effect of metacognition and the interaction between students' observable cognitive behaviour and the instructional task. This qualitative data is analysed to identif...

Full description

Saved in:
Bibliographic Details
Published inKairaranga Vol. 13; no. 1; pp. 56 - 62
Main Author Schofield, Linda
Format Journal Article
LanguageEnglish
Published Massey University 2012
Subjects
Aptitude Treatment Interaction
Classroom Observation Techniques
Classroom Techniques
Cognitive Ability
Cognitive Measurement
Cognitive Processes
Educational Strategies
Evidence
Foreign Countries
Instructional Effectiveness
Instructional Improvement
Instructional Innovation
Interviews
Metacognition
New Zealand
Performance Factors
Qualitative Research
Skill Analysis
Skill Development
Student Attitudes
Teacher Attitudes
Teaching Methods
New Zealand
Online AccessGet full text
ISSN1175-9232

Cover

More Information
Summary:In this study, qualitative evidence is collected--through classroom observations and teacher and student interviews--to study the effect of metacognition and the interaction between students' observable cognitive behaviour and the instructional task. This qualitative data is analysed to identify what factors support and improve students' metacognition. The evidence is then used to determine how teachers can help students acquire metacognitive abilities. The evidence suggests that explicit teaching is required for students to acquire and apply metacognitive processes. Several methods for enhancing metacognition are recommended. Among these is the use of student learning/thinking logs (Calkins, 1986), as they provide information about how students are learning and provide a focus for teaching practice. The pedagogical implications of this research suggest that explicitly teaching metacognitive strategies to students should improve instructional effectiveness. This study also explores the literature regarding metacognitive teaching and learning and the effects of increased knowledge on this subject. It focuses on the complex mechanisms by which teaching and learning occur, specifically examining the relationship between research about metacognitive practice and the processes of learning and cognition that improve students' performance.
ISSN:1175-9232