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Mark Abdelshiheed; Tiffany Barnes; Min Chi – International Journal of Artificial Intelligence in Education, 2024
Two metacognitive knowledge types in deductive domains are procedural and conditional. This work presents a preliminary study on the impact of metacognitive knowledge and motivation on transfer across two Intelligent Tutoring Systems (ITSs), then two experiments on metacognitive knowledge instruction. Throughout this work, we trained students on a…
Descriptors: Metacognition, Intelligent Tutoring Systems, Cognitive Processes, Learning Strategies
Simanowski, Stefanie; Krajewski, Kristin – Child Development, 2019
This study assessed the extent to which executive functions (EF), according to their factor structure in 5-year-olds (N = 244), influenced early quantity-number competencies, arithmetic fluency, and mathematics school achievement throughout first and second grades. A confirmatory factor analysis resulted in updating as a first, and inhibition and…
Descriptors: Preschool Children, Executive Function, Mathematics Skills, Cognitive Processes
Cullinane, Alison; Liston, Maeve – Irish Educational Studies, 2016
It is widely recognised that high-stakes assessment can significantly influence what is taught in the classroom. Many argue that high-stakes assessment results in a narrowed curriculum where students learn by rote rather than developing higher cognitive skills. This paper describes a study investigating the various cognitive objectives present…
Descriptors: Foreign Countries, Exit Examinations, Biology, Science Tests
Huma, Afshan – Journal of Education and Practice, 2016
As a part of a huge intervention in teacher education programs in Pakistan the author had a firsthand experience of how the "habits of mind" hinder in changing the practices and cultures of teachers and institutions respectively. It has been a part of traditional teaching in Pakistan that only one text book is followed by teachers and…
Descriptors: Foreign Countries, Cultural Context, Cultural Influences, Educational Change