Identifying a taxonomy for the emergence of metacognition in young learners
Data(s) |
23/07/2014
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Resumo |
This paper details a study of upper primary (elementary) students’ thinking as they go about solving a problem, presented in an innovative computer program. Student responses to a metacognitive probe question reveal levels of responses that can be classified because of their shared quality. A thematic analysis was conducted with the initial classifications being based on theoretically derived categories from the metacognitive literature. These classifications were subsequently ordered into a taxonomy of hierarchical progression towards metacognition. Results in this instance indicated that less than 20% of these upper primary students showed they were capable of operating at a metacognitive level. |
Identificador | |
Idioma(s) |
eng |
Publicador |
Macrothink Institute |
Relação |
http://dro.deakin.edu.au/eserv/DU:30065126/perry-identifyingtaxonomy-2014.pdf http://dx.doi.org/10.5296/jet.v1i2.6017 |
Direitos |
2014, Macrothink Institute |
Palavras-Chave | #problem solving #metacognition #metacognitive development #taxonomy of metacognitive development |
Tipo |
Journal Article |