{"title":"SMARTS计划与学生元认知能力的初步研究","authors":"I. Kovalčíková, I. Martinková","doi":"10.15804/tner.22.67.1.01","DOIUrl":null,"url":null,"abstract":"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.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":" ","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"SMARTS Programme and Pupils’ Metacognitive Abilities - A Pilot Study\",\"authors\":\"I. Kovalčíková, I. Martinková\",\"doi\":\"10.15804/tner.22.67.1.01\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"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.\",\"PeriodicalId\":19430,\"journal\":{\"name\":\"New Educational Review\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-03-31\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"New Educational Review\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.15804/tner.22.67.1.01\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q4\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"New Educational Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.15804/tner.22.67.1.01","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"Social Sciences","Score":null,"Total":0}
SMARTS Programme and Pupils’ Metacognitive Abilities - A Pilot Study
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.
期刊介绍：
The New Educational Review is a journal that has been founded by the faculties of education from the following universities: University of Silesia in Katowice (Poland), Matej Bel University in Banská Bystrica (Slovak Republic) and University of Ostrava (Czech Republic). The deans and vice-deans of the pedagogical faculties of the universities mentioned above create associate Editors board. The main seat of editorial board is placed at the Faculty of Education and Psychology in University of Silesia in Poland.
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