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Peer reviewed
Direct linkVorhölter, Katrin – Mathematical Thinking and Learning: An International Journal, 2023
There are several conceptualizations of modeling competencies, including among others on the one hand so-called sub-competencies, which are required to progress from one step of a modeling process to the next, and metacognitive individual and group strategies. However, the relationship between metacognitive strategies and modeling sub-competencies…
Descriptors: Metacognition, Mathematical Models, Learning Strategies, Cooperative Learning
Download full textWodaj, Habtamu; Belay, Solomon – Journal of Education in Science, Environment and Health, 2021
The main aim of this study was to explore the effect of 7E instructional model with metacognitive scaffolding and gender on 9th grade students' conceptual understanding of human biology concepts and misconceptions. The research method was a quantitative research method and the research design was quasi-experimental research design with pre-test --…
Descriptors: Teaching Methods, Metacognition, Scaffolding (Teaching Technique), Concept Formation
Vorhölter, Katrin – ZDM: The International Journal on Mathematics Education, 2018
Metacognitive competencies are of great importance for developing modelling competencies. However, there are assumptions about useful metacognitive knowledge and strategies for individuals working on modelling problems as well as for whole groups, but their coherence as well as their influence on modelling processes is not evaluated…
Descriptors: Metacognition, Mathematical Models, Mathematics Instruction, Grade 9
Nahmias, Erez; Teicher, Mina – Journal of Education and Learning, 2021
Thinking development processes among high-school students is an important and significant issue that has been widely investigated (Leviathan, 2012; Ball, 1996; De Risi, 2015). A few studies discuss the development of mathematical thinking as this field contains additional difficulties to the traditional factors, teachers, students, and parents,…
Descriptors: Geometry, High School Students, Thinking Skills, Mathematics Instruction
Vorhölter, Katrin – ZDM: The International Journal on Mathematics Education, 2019
Metacognitive strategies are needed to solve complex problems such as mathematical modelling problems in groups in a goal-oriented and successful manner. In this paper, the results of an intervention study aiming at enhancing students metacognitive group strategies for modelling are presented. Students from 18 different classes (grade nine and…
Descriptors: Intervention, Metacognition, Models, Problem Solving
Kohnen, Nicole; Retelsdorf, Jan – Journal of Research in Reading, 2019
Background: Connectives, such as "because" or "although," explicitly indicate how to semantically link individual segments of a text. Knowledge of connectives has been shown to significantly contribute to variance explanation in comprehension of English and Dutch texts, particularly amongst monolingual students and students…
Descriptors: German, Knowledge Level, Form Classes (Languages), Grade 9
Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen C.; Willson, Victor – International Journal of Science and Mathematics Education, 2016
This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration,…
Descriptors: High School Students, Independent Study, Foreign Countries, Physics
Turkyilmaz, Mustafa – Education, 2015
This study aimed at investigating the relationship between reading attitude, personality, self-regulation and metacognitive awareness of reading strategies of secondary school students. In order to carry out the aim four scales were used to 419 high school students in Kirsehir province in Turkey. It was used Lisrel 8.80 and SPSS software to…
Descriptors: Reading, Reading Attitudes, Reading Strategies, Foreign Countries
Yang, Kai-Lin – Educational Studies in Mathematics, 2012
In this study, we explored the structural relationship between the students' perceived use of cognitive and metacognitive reading strategies (CMRS) and their reading comprehension of geometry proof (RCGP), and we also examined the differences in students' perceived use of reading strategies among the poor, moderate and good comprehenders. A sample…
Descriptors: Reading Comprehension, Reading Strategies, Factor Analysis, Grade 9
Gauffroy, Caroline; Barrouillet, Pierre – Developmental Psychology, 2011
One of the main tenets of the mental model theory is that when individuals reason, they think about possibilities. According to this theory, reasoning on what is possible from the truth of a sentence would be psychologically basic, whereas reasoning the other way round, on the truth or falsity of a sentence from a given state of affairs, would…
Descriptors: Sentences, Grade 9, Cognitive Development, Child Development
Harris, Karen R.; Alexander, Patricia; Graham, Steve – Educational Psychologist, 2008
The history of strategies research during the past quarter century has been a story of significant conceptualizations and reconceptualizations regarding the nature, development, and teaching of cognitive and metacognitive strategies. Theoretical models, empirical research, and discussions contributed by Michael Pressley have been central to…
Descriptors: Reading Comprehension, Models, Metacognition, Instructional Effectiveness
Cantrell, Susan Chambers; Almasi, Janice F.; Carter, Janis C.; Rintamaa, Margaret; Madden, Angela – Journal of Educational Psychology, 2010
This study examines the impact of the Learning Strategies Curriculum (LSC), an adolescent reading intervention program, on 6th- and 9th-grade students' reading comprehension and strategy use. Using a randomized treatment-control group design, the study compared student outcomes for these constructs for 365 students who received daily instruction…
Descriptors: Control Groups, Reading Comprehension, Intervention, Learning Strategies
