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The Effect of Metacognitive Teaching and Mathematical Prior Knowledge on Mathematical Logical Thinking Ability and Self-Regulated Learning
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Aminah, Mimih; Kusumah, Yaya Sukjaya; Suryadi, Didi; Sumarmo, Utari – International Journal of Instruction, 2018
This paper reports the findings of a quasi-experiment that aims to investigate the role of metacognitive teaching-learning (MTL) and mathematical prior knowledge (MPK) on students' mathematical logical thinking ability (MLTA) and self-regulated learning (SRL). The subject of the study was 70 tenth-grade students inSumedang, Indonesia. One…
Descriptors: Metacognition, Mathematical Logic, Mathematics Instruction, Teaching Methods
Facilitating Conceptual Change in Understanding State of Matter and Solubility Concepts by Using 5E Learning Cycle Model
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Ceylan, Eren; Geban, Omer – Hacettepe University Journal of Education, 2009
The main purpose of the study was to compare the effectiveness of 5E learning cycle model based instruction and traditionally designed chemistry instruction on 10th grade students' understanding of state of matter and solubility concepts. In this study, 119 tenth grade students from chemistry courses instructed by same teacher from an Anatolian…
Descriptors: Experimental Groups, Control Groups, Chemistry, Learning Processes
Effect of Teaching Using Whole Brain Instruction on Accounting Learning
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Lee, Li-Tze; Hung, Jason C. – International Journal of Distance Education Technologies, 2009
McCarthy (1985) constructed the 4MAT teaching model, an eight step instrument developed in 1980, by synthesizing Dewey's experiential learning, Kolb's four learning styles, Jung's personality types, as well as Bogen's left mode and right mode of brain processing preferences. An important implication of this model is that learning retention is…
Descriptors: Control Groups, Teaching Models, Academic Achievement, Experiential Learning