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FOSTERING PRIMARY SCHOOL STUDENTS’ METACOGNITION USING PROJECT-BASED LEARNING

Yıl 2016, Cilt: 4 , 123 - 126, 01.09.2016

Öz

Primary
school students have difficulties in understanding the physical content due to
insufficiently developed abstract reasoning skills and metacognition.
Metacognition refers to the processes used to plan, monitor, and assess one’s
understanding and performance. It is "cognition about cognition",
"thinking about thinking", or "knowing about knowing".
Metacognition includes a critical awareness of one’s thinking and learning, as
well as awareness of oneself as a thinker and learner. There are three
distinctive components of metacognition: (1) metacognitive knowledge, (2)
metacognitive regulation and (3) metacognitive experiences. Since metacognition
includes knowledge about when and how to use particular strategies for learning
or for problem solving it is very important in learning physics. Project Based
Learning can help fostering primary school students’ metacognition. Project
Based Learning enables students to gain knowledge and skills by investigating
and responding to challenging question or problem. Since the projects are
focused on student learning goals, including skills such as critical thinking,
problem solving and self-management, while working on projects students must
use metacognitive activities. Also project design includes that students make
decisions how they work on a project and they reflect on learning, the
effectiveness of their inquiry and project activities; they discuss the quality
of their work, obstacles and how to overcome them. Because of that students
benefit in respect of mentioned metacognitive components by the use of
project-based learning.

Kaynakça

  • Ackerman, R., & Thompson, V. A. (2014). Meta-reasoning: What can we learn from metamemory. In A. Feeney & V. A. Thompson (Eds.), Reasoning as memory (pp. 164–182). UK: Psychology Press. Williams, H. & Jones, R. S. P. (1997). Teaching cognitive self-regulation of independence and emotion control skills. In B. Stenfert Kroese, D. Dagnan, & K. Loumidis (Eds). Cognitive Bahaviour Therapy for People with Learning Disabilities (pp. 67-85). London: Routledge. Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14. Kuhn, D. & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43 (4), 268 – 274. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. Miščević, G. (2006): Kvantitativna promena metakognitivnih aktivnosti učenika pod uticajem problemske nastave, Zbornik Instituta za pedagoška istraživanja, 38(2), 371-384. Obadović, D., Rančić, I., Cvjetićanin, S. & Segedinac, M. (2012). The Impact of Implementation of Scientific Method in Teaching Sciences on the Positive Pupils’ Attitude in Learning Physics. Proceedings “Theory and Practice of Connecting and Integrating in Teaching and Learning Process”, Faculty of Education in Sombor, str. 213-227. Obadović D., Rančić I, Cvjetićanin S. & Segedinac M. (2013). The Impact of Implementation of Simple Experiments on the Pupils’ Positive Attitude in Learning Science Contents in Primary School. The New Educational Review, 34, No.4, 138-150. Schraw, G. (1998): Promoting general metacognitive awareness, Instructional Science, 26, 113–125. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371.
Yıl 2016, Cilt: 4 , 123 - 126, 01.09.2016

Öz

Kaynakça

  • Ackerman, R., & Thompson, V. A. (2014). Meta-reasoning: What can we learn from metamemory. In A. Feeney & V. A. Thompson (Eds.), Reasoning as memory (pp. 164–182). UK: Psychology Press. Williams, H. & Jones, R. S. P. (1997). Teaching cognitive self-regulation of independence and emotion control skills. In B. Stenfert Kroese, D. Dagnan, & K. Loumidis (Eds). Cognitive Bahaviour Therapy for People with Learning Disabilities (pp. 67-85). London: Routledge. Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14. Kuhn, D. & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43 (4), 268 – 274. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. Miščević, G. (2006): Kvantitativna promena metakognitivnih aktivnosti učenika pod uticajem problemske nastave, Zbornik Instituta za pedagoška istraživanja, 38(2), 371-384. Obadović, D., Rančić, I., Cvjetićanin, S. & Segedinac, M. (2012). The Impact of Implementation of Scientific Method in Teaching Sciences on the Positive Pupils’ Attitude in Learning Physics. Proceedings “Theory and Practice of Connecting and Integrating in Teaching and Learning Process”, Faculty of Education in Sombor, str. 213-227. Obadović D., Rančić I, Cvjetićanin S. & Segedinac M. (2013). The Impact of Implementation of Simple Experiments on the Pupils’ Positive Attitude in Learning Science Contents in Primary School. The New Educational Review, 34, No.4, 138-150. Schraw, G. (1998): Promoting general metacognitive awareness, Instructional Science, 26, 113–125. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Milica Pavkov-hrvojevıć Bu kişi benim

Dušanka ž. Obadovıć Bu kişi benim

Stanko Cvjetıćanın Bu kişi benim

İvana Bogdanovıć Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 4

Kaynak Göster

APA Pavkov-hrvojevıć, M., ž. Obadovıć, D., Cvjetıćanın, S., Bogdanovıć, İ. (2016). FOSTERING PRIMARY SCHOOL STUDENTS’ METACOGNITION USING PROJECT-BASED LEARNING. The Eurasia Proceedings of Educational and Social Sciences, 4, 123-126.