Open AccessQuantitative change of meta-cognitive activities of students effected by problem-solving teaching
Author(s) -
Gordana Miščević
Publication year - 2006
Publication title -
zbornik instituta za pedagoška istraživanja/zbornik - institut za pedagoška istraživanja
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.114
H-Index - 7
eISSN - 1820-9270
pISSN - 0579-6431
DOI - 10.2298/zipi0602371m
Subject(s) - think aloud protocol , cognition , protocol analysis , psychology , meta analysis , subject (documents) , protocol (science) , mathematics education , sample (material) , process (computing) , identification (biology) , applied psychology , computer science , cognitive science , human–computer interaction , medicine , chemistry , botany , alternative medicine , pathology , usability , neuroscience , chromatography , library science , biology , operating system
Based on Fleivel’s theoretical framework, the subject of this paper is the study of changes in frequency of meta-cognitive activities affected by a two-month implementation of problem solving teaching in the subject of natural studies. The sample was made up of ten-year-old students. The instrument used was adapted to the student age; they were asked to state the frequency of meta-cognitive activities which they believe they applied before, during and after problem solving. The presence of meta-cognitive activities was following up in the phase of planning, monitoring and evaluation. The results show that problem solving teaching contributes to a larger presence of meta-cognitive activities in the process of planning compared to traditional teaching. In order to have a more comprehensive identification of potential meta-cognitive activities subsequent research should be directed at the use of not only this and similar instruments but also "thinking aloud" protocol.