metacognitive skills

  • Using Metacognitive Strategy to Teach Learning Strategies: A Study of Indonesian Pre-Service Biology Teachers

    Author: Isnawati
    Institution: Universitas Negeri Surabaya, Surabaya
    Author: Sifak Indana
    Institution: Universitas Negeri Surabaya, Surabaya
    Author: Endang Susantini
    Institution: Universitas Negeri Surabaya, Surabaya
    Year of publication: 2018
    Source: Show
    Pages: 258-268
    DOI Address: http://dx.doi.org/10.15804/tner.2018.52.2.20
    PDF: tner/201802/tner20180220.pdf

    The research aims at exploring Indonesian pre-service biology teachers’ metacognitive skills, measuring the development of learning strategies (LS) used by the teachers before and after the learning process, and describing the teachers’ responses afterwards. There were 25 subjects studied using a pretest- posttest design. Results showed that there was an increase in students’ metacognitive skills and their LS knowledge. Morever, they stated that they had got a lot of benefits after the learning process. This research concludes that metacognitive strategy can be used to teach LS so that students can broaden their LS understanding and thus enable to choose LS that fits them.

  • SMARTS Programme and Pupils’ Metacognitive Abilities - A Pilot Study

    Author: Iveta Kovalčíková
    Institution: University of Prešov
    ORCID: https://orcid.org/0000-0002-3077-9743
    Author: Ivana Martinková
    Institution: University of Prešov
    ORCID: https://orcid.org/0000-0003-4352-2864
    Year of publication: 2022
    Source: Show
    Pages: 17-29
    DOI Address: https://doi.org/10.15804/tner.22.67.1.01
    PDF: tner/202201/tner6701.pdf

    The presented paper focuses on the impact of intervention with the application of the SMARTS program on students’ metacognitive abilities. The metacognitive program SMARTS, which is a product of RILD1 (Research Institute for Learning and Development, Lexington, Massachusetts, the author Lynn Meltzer), was translated, adapted, and pilot-tested in the Slovak educational context conditions. In the form of qualitative intervention case studies, the paper analyses (1) the diagnostic potential of SMARTS revealing deficits in students’ metacognitive abilities (organisationorganization and prioritisationprioritization), (2) an intervention to improve a student’s specific metacognitive ability, (3) outcome (stagnation/progress/regression) of the intervention. The results obtained by direct participatory observation applied in the intervention point to a possible positive impact of the SMARTS program on the observed metacognitive abilities of students.

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