高中生代数教学中的元认知训练:一项行动研究

IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Learning and Motivation Pub Date : 2024-11-01 DOI:10.1016/j.lmot.2024.102064
Özlem Okumuş , Mesut Öztürk
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引用次数: 0

摘要

元认知是数学教育研究中的一个基本概念。研究表明,土耳其的高中生必须在学习数学,特别是代数方面取得预期的成功。为此,国家教育部在土耳其发起了数学动员活动。数学动员是一个使数学学习与日常生活技能相适应的项目,它使学习更容易接受,并确保学生从小就爱上这门课程。在与教师的初步访谈中,教师们表示,高中生需要表现出足够的元认知规划和监控策略。因此,他们需要在规划和监控学习过程以及激发学习动机方面得到帮助。文献表明,元认知规划和监控在代数教学中是有效的。在此背景下,"如何在高中生的代数学习中培养元认知策略?"的研究试图寻求这一问题的答案。基于初步的教师访谈,研究人员与教师合作制定了行动计划。在循环模式中,研究人员对这些行动计划进行测试和修订。经过三次循环往复,研究人员为高中学生开发了一种基于元认知规划和监控的教学技术。研究结果表明,元认知培训教会了学生元认知规划、监控、预测、意识和动机策略。
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Metacognitive training for algebra teaching to high school students: An action research study
Metacognition is an essential concept in mathematics education research. Studies indicate that high school students in Turkey must demonstrate expected success in learning mathematics in general and algebra in particular. To this end, the Ministry of National Education has initiated a mathematical mobilization in Turkey. Mathematics mobilization is a project that will adapt the learning of mathematics to daily life skills, making learning more accessible and ensuring that students love this course from an early age. In the initial interviews with teachers as part of this mobilization, teachers stated that high school students needed to exhibit sufficient metacognitive planning and monitoring strategies. Therefore, they required assistance in planning and monitoring their learning processes and motivating them to learn. The literature shows that metacognitive planning and monitoring are effective in teaching algebra. In this context, the research “How can metacognitive strategies be developed in high school students’ algebra learning?” seeks an answer to this problem. Based on preliminary teacher interviews, the researchers created action plans in collaboration with teachers. In the circular model, researchers tested these action plans and revised them. As a result of the cycle being repeated three times, researchers developed a teaching technique based on metacognitive planning and monitoring for high school students. The study’s findings demonstrate that metacognitive training taught students metacognitive planning, monitoring, prediction, awareness, and motivation strategies.
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来源期刊
CiteScore
2.90
自引率
0.00%
发文量
53
期刊介绍: Learning and Motivation features original experimental research devoted to the analysis of basic phenomena and mechanisms of learning, memory, and motivation. These studies, involving either animal or human subjects, examine behavioral, biological, and evolutionary influences on the learning and motivation processes, and often report on an integrated series of experiments that advance knowledge in this field. Theoretical papers and shorter reports are also considered.
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