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Does This Answer Make Sense? Primary School Students and Adults Judge the Reasonableness of Computational Results in Context-Based and Context-Free Mathematical Tasks
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Deslis, Dimitrios; Desli, Despoina – International Journal of Science and Mathematics Education, 2023
This study investigates students' and adults' performance in judging reasonableness of computational results, namely reflecting on whether these results qualify as acceptable answers to mathematical tasks. Data was gathered via task-based questionnaires from 160 participants, evenly divided between fifth-graders and adults. Their responses to a…
Descriptors: Elementary School Students, Grade 5, Adults, Mathematics Activities
Can Students Evaluate Scientific YouTube Videos? Examining Students' Strategies and Criteria for Evaluating Videos versus Webpages on Climate Change
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Abed, Fayez; Barzilai, Sarit – Journal of Computer Assisted Learning, 2023
Background: YouTube is widely used for learning about scientific issues in and out of school. However, much of the scientific information on YouTube is inaccurate. Prior studies have mostly focused on how students evaluate textual online information sources and have not yet systematically examined how they evaluate authentic scientific YouTube…
Descriptors: Video Technology, Web Sites, Evaluative Thinking, Scientific and Technical Information
Sixth Grade Students' Performance, Misconceptions, and Confidence When Judging the Reasonableness of Computational Results
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Yang, Der-Ching; Sianturi, Iwan Andi J. – International Journal of Science and Mathematics Education, 2019
Judging the reasonableness of computational results is pivotal for students to understand mathematical concepts. This domain is the most sensitive to the presence of misconceptions in mathematics. Confidence ratings can serve as a measure of the strength of students' conceptual understanding. This study investigated the performance,…
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Mathematics Skills
Teachers' Monitoring of Students' Text Comprehension: Can Students' Keywords and Summaries Improve Teachers' Judgment Accuracy?
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Engelen, Jan A. A.; Camp, Gino; van de Pol, Janneke; de Bruin, Anique B. H. – Metacognition and Learning, 2018
We investigated intra-individual monitoring and regulation in learning from text in sixth-grade students and their teachers. In Experiment 1, students provided judgments of learning (JOLs) for six texts in one of three cue-prompt conditions (after writing delayed keywords or summaries or without a cue prompt) and then selected texts for restudy.…
Descriptors: Reading Comprehension, Grade 6, Evaluative Thinking, Elementary School Students
Metacognition in Mathematics: Do Different Metacognitive Monitoring Measures Make a Difference?
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Lingel, Klaus; Lenhart, Jan; Schneider, Wolfgang – ZDM: The International Journal on Mathematics Education, 2019
Metacognitive monitoring in educational contexts is typically measured by calibration indicators, which are based on the correspondence between cognitive performance and metacognitive confidence judgment. Despite this common rationale, a variety of alternative methods are used in the field of monitoring research to assess performance and judgment…
Descriptors: Metacognition, Mathematics Instruction, Teaching Methods, Mathematics Achievement
Does it Make a Difference? Investigating the Assessment Accuracy of Teacher Tutors and Student Tutors
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Herppich, Stephanie; Wittwer, Jorg; Nuckles, Matthias; Renkl, Alexander – Journal of Experimental Education, 2013
Tutors often have difficulty with accurately assessing a tutee's understanding. However, little is known about whether the professional expertise of tutors influences their assessment accuracy. In this study, the authors examined the accuracy with which 21 teacher tutors and 25 student tutors assessed a tutee's understanding of the human…
Descriptors: Tutors, Tutoring, Science Teachers, College Students