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Learning to Integrate Divergent Information Sources: The Interplay of Epistemic Cognition and Epistemic Metacognition
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Barzilai, Sarit; Ka'adan, Ibtisam – Metacognition and Learning, 2017
Learning to integrate multiple information sources is vital for advancing learners' digital literacy. Previous studies have found that learners' epistemic metacognitive knowledge about the nature of knowledge and knowing is related to their strategic integration performance. The purpose of this study was to understand how these relations come into…
Descriptors: Epistemology, Metacognition, Computer Literacy, Information Sources
Effects of "Grade 9 Science Learner's Material" on Students' Self-Regulation and Achievement in Chemistry
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Laureano, Roselle A.; Espinosa, Allen A.; Avilla, Ruel A. – Electronic Journal of Science Education, 2015
The study was conducted to investigate the effectiveness of Grade 9 Science Learner's Material on self-regulation and achievement of students in Chemistry. Specifically, it sought to find out if: (1) students exposed to Grade 9 Science Learner's Material (Grade 9 LM) have higher self-regulation in chemistry compared to those who were exposed to…
Descriptors: Grade 9, High School Students, Science Instruction, Chemistry
Practicing Transcendental Meditation in High Schools: Relationship to Well-Being and Academic Achievement among Students
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Wendt, Staci; Hipps, Jerry; Abrams, Allan; Grant, Jamie; Valosek, Laurent; Nidich, Sanford – Contemporary School Psychology, 2015
The Quiet Time program provides a 15-min period at the beginning and end of the school day where students may practice Transcendental Meditation (TM) or another quiet activity such as reading silently to oneself. This study examined the impact of participating in Quiet Time on ninth-grade students (n?=?141) by comparing their outcomes to those of…
Descriptors: Metacognition, Well Being, Academic Achievement, Grade 9
The Effect of Self-Regulatory and Metacognitive Strategy Instruction on Impoverished Students' Assessment Achievement in Physics
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Fouche, Jaunine – ProQuest LLC, 2013
The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits…
Descriptors: Control Groups, Metacognition, Self Control, Grade 9
A Study of the Metacognition Performance in Online Inquiry Learning
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Huang, Ya-Ping; Chang, Chiung-Sui – International Association for Development of the Information Society, 2013
The purpose of this study is to probe into the effect of metacognitive thinking strategies with different teaching strategies in an online inquiry-based junior high course. Two types of teaching strategies were applied in classes with totally 69 students of 9th graders in New Taipei City. Among participants, 34 students were in the experimental…
Descriptors: Metacognition, Inquiry, Teaching Methods, Learning Strategies
Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning
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Kramarski, Bracha; Dudai, Vered – Journal of Educational Computing Research, 2009
This exploratory study investigated 100 Israeli 9th graders who used two different group-metacognitive support methods in online mathematical inquiry--group feedback guidance (GFG) and self-explanation guidance (SEG)--compared to a control group (CONT). The study evaluated each method's effects on students': (a) mathematical inquiry ability:…
Descriptors: Foreign Countries, Mathematics, Inquiry, Problem Solving