FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W1559592762> ?p ?o ?g. }

• W1559592762 abstract "Metacognition is considered by most educationists to be an element necessary for many cognitive learning tasks. In general, within problem solving tasks, procedural, factual, and conceptual knowledge, by themselves, are insufficient for successful task completion. To be successful, the problem solver must usually demonstrate higher level cognitive skills, i.e., metacognitive strategies, including the planning, the monitoring, the controlling, the selecting, and the evaluating of intellectual activities. This study of students' metacognitive strategies was conducted in Singapore with more than 670 secondary and pre-university students irom 13 schools over a 2-year period. A 20 item questionnaire for self-reporting about meLacognitive beliefs, about the use of metacognitive strategies during mental tasks involving memory, comprehension, and problem solving techniques, and about attitudes towards the learning of specific academic subjects was administered to 8th, 10th, and llth grade students. These student3 were enrolled across three distinct academic courses of study (general, science, and the arts) with each domain being subdivided into three different academic streams or tracks (special, normal and express), that are described in detail. No significant differences were found in the frequency of use of metacognitive strategies among the students feom the different courses of study, yet within each of these courses of study, the normal track students exhibited less frequent usage of metacognitive strategies than those students within the express and special tracks. (JJK) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** THE EFFECTS OF ACADEMIC SETTINGS ON STUDENTS' METACOGNITION IN MATHEMATICAL PROBLEM SOLVING Paper presented at the Australian Association for Research in Education Annual Conference 28 Nov 2nd Dec 1989 b y Philip Siew Koon 330u Institute of Education Singapore U.S. DEPARTMENT OF EDUCATION Office of E ducational Research arid Improvement DUCATIONAL RESOURCES INFORMATION CENTER this document has iwen reprodur ed received from the person or oroanizalion mqpnafingd i Minor changes have been made In inier(ivti reproduction quality _ Poirils of view or opinions slated ii trus dcvri irient do not necessarily represent official OE RI positron Or policy QM PM AVM AD r PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Philip Siew Koon Wong 10 THE EDUCATIONAL RESOURCES INFORMATION CENTER IERICI ABSTRACT This study aims to determine whether students from different academic settings differ in their usage of metacognitive strategies in mathematical problem solving, and if they do what the differences are. Metacognition is considered by most educationists as an element necessary for many cognitive tasks. For example, in problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit highk_r level cognitive like self-regulation skills (also known as metacognitive strategies) for successful problem solving (Gagne, 1985; Gagne & Glaser, 1987). Metacognitive strategies or executive skills as referred by Sternberg (1983) are generalized required for planning, monitoring, controlling, selecting and evaluating intellectual activities. Over the past two years, a study on students' metacognitive strategies has been carried out with over a thousand secondary and pre-university stucimits from 12 schools, A questionnaire adapted from Biggs (1987) was administered to students at various levels (Grade 8, Grade 10, Grade 11), from academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal) requiring them to self-report on their metacognitive beliefs; their usage of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire were categorized following the framework proposed by Garofalo and Lester (1985). Within each stage, the frequency of usage of these metacognitive strategies as reported by the students were averaged, analysed and interpreted. Some of the findings that emerged were: (a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to those in the Express and Special streams.This study aims to determine whether students from different academic settings differ in their usage of metacognitive strategies in mathematical problem solving, and if they do what the differences are. Metacognition is considered by most educationists as an element necessary for many cognitive tasks. For example, in problem solving, it has been said that possessing knowledge alone is insufficient and problem solvers need to exhibit highk_r level cognitive like self-regulation skills (also known as metacognitive strategies) for successful problem solving (Gagne, 1985; Gagne & Glaser, 1987). Metacognitive strategies or executive skills as referred by Sternberg (1983) are generalized required for planning, monitoring, controlling, selecting and evaluating intellectual activities. Over the past two years, a study on students' metacognitive strategies has been carried out with over a thousand secondary and pre-university stucimits from 12 schools, A questionnaire adapted from Biggs (1987) was administered to students at various levels (Grade 8, Grade 10, Grade 11), from academic tracks (General, Science, Arts) and academic streams (Special, Express, and Normal) requiring them to self-report on their metacognitive beliefs; their usage of metacognitive strategies in mental tasks involving memory, problem solving and comprehension; and their attitudes towards the learning of various academic subjects. 20 items from the questionnaire were categorized following the framework proposed by Garofalo and Lester (1985). Within each stage, the frequency of usage of these metacognitive strategies as reported by the students were averaged, analysed and interpreted. Some of the findings that emerged were: (a) Normal stream students exhibited a lower usage of metacognitive strategies as compared to those in the Express and Special streams." @default.
• W1559592762 created "2016-06-24" @default.
• W1559592762 creator A5056997186 @default.
• W1559592762 date "1989-01-01" @default.
• W1559592762 modified "2023-10-11" @default.
• W1559592762 title "The Effects of Academic Settings on Students' Metacognition in Mathematical Problem Solving." @default.
• W1559592762 cites W1508056119 @default.
• W1559592762 cites W1509462570 @default.
• W1559592762 cites W1558072535 @default.
• W1559592762 cites W1966212249 @default.
• W1559592762 cites W1985703630 @default.
• W1559592762 cites W1993482607 @default.
• W1559592762 cites W2054438452 @default.
• W1559592762 cites W2063862303 @default.
• W1559592762 cites W2118833699 @default.
• W1559592762 cites W2147583867 @default.
• W1559592762 cites W3010075359 @default.
• W1559592762 hasPublicationYear "1989" @default.
• W1559592762 type Work @default.
• W1559592762 sameAs 1559592762 @default.
• W1559592762 citedByCount "1" @default.
• W1559592762 crossrefType "journal-article" @default.
• W1559592762 hasAuthorship W1559592762A5056997186 @default.
• W1559592762 hasConcept C118147538 @default.
• W1559592762 hasConcept C145420912 @default.
• W1559592762 hasConcept C15744967 @default.
• W1559592762 hasConcept C162324750 @default.
• W1559592762 hasConcept C169760540 @default.
• W1559592762 hasConcept C169900460 @default.
• W1559592762 hasConcept C180747234 @default.
• W1559592762 hasConcept C187736073 @default.
• W1559592762 hasConcept C199360897 @default.
• W1559592762 hasConcept C2780451532 @default.
• W1559592762 hasConcept C41008148 @default.
• W1559592762 hasConcept C511192102 @default.
• W1559592762 hasConceptScore W1559592762C118147538 @default.
• W1559592762 hasConceptScore W1559592762C145420912 @default.
• W1559592762 hasConceptScore W1559592762C15744967 @default.
• W1559592762 hasConceptScore W1559592762C162324750 @default.
• W1559592762 hasConceptScore W1559592762C169760540 @default.
• W1559592762 hasConceptScore W1559592762C169900460 @default.
• W1559592762 hasConceptScore W1559592762C180747234 @default.
• W1559592762 hasConceptScore W1559592762C187736073 @default.
• W1559592762 hasConceptScore W1559592762C199360897 @default.
• W1559592762 hasConceptScore W1559592762C2780451532 @default.
• W1559592762 hasConceptScore W1559592762C41008148 @default.
• W1559592762 hasConceptScore W1559592762C511192102 @default.
• W1559592762 hasLocation W15595927621 @default.
• W1559592762 hasOpenAccess W1559592762 @default.
• W1559592762 hasPrimaryLocation W15595927621 @default.
• W1559592762 hasRelatedWork W1550919837 @default.
• W1559592762 hasRelatedWork W1971202550 @default.
• W1559592762 hasRelatedWork W1982437183 @default.
• W1559592762 hasRelatedWork W1999752447 @default.
• W1559592762 hasRelatedWork W2175536232 @default.
• W1559592762 hasRelatedWork W2246406630 @default.
• W1559592762 hasRelatedWork W2351512677 @default.
• W1559592762 hasRelatedWork W2598421942 @default.
• W1559592762 hasRelatedWork W2761955573 @default.
• W1559592762 hasRelatedWork W2921374487 @default.
• W1559592762 hasRelatedWork W2947778204 @default.
• W1559592762 hasRelatedWork W2948848190 @default.
• W1559592762 hasRelatedWork W2962889515 @default.
• W1559592762 hasRelatedWork W3016581307 @default.
• W1559592762 hasRelatedWork W3024961583 @default.
• W1559592762 hasRelatedWork W3030910335 @default.
• W1559592762 hasRelatedWork W3047736645 @default.
• W1559592762 hasRelatedWork W3172732239 @default.
• W1559592762 hasRelatedWork W2103371775 @default.
• W1559592762 hasRelatedWork W2985568967 @default.
• W1559592762 isParatext "false" @default.
• W1559592762 isRetracted "false" @default.
• W1559592762 magId "1559592762" @default.
• W1559592762 workType "article" @default.