The purpose of this research is to examine the effects of online project-based learning on students' metacognitive awareness. The participants of the research were 53 students attending 6th grade. The research was carried out using the mixed method approach and it was conducted with the action research model. Pre-test and post-test quantitative…

Training of self-regulated learning is most effective if it supports learning strategies in combination with metacognitive regulation, and learners can transfer their acquired metacognitive regulation skills to different tasks that require the use of the same learning strategy (near transfer). However, whether learners can transfer metacognitive…

What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive…

With the development of information technology, co-viewing of live video streaming (LVS) has become a popular online learning method. However, existing studies have found inconsistent results regarding the effects of co-viewing, which could be due to the impact of learner-learner interactions. The present study tested the effects of co-viewing LVS…

The study aims to determine the relationship between metacognitive awareness and social emotional learning skills among gifted and talented students and to determine the effect of metacognitive awareness on social emotional learning skills in line with the relationship detected. It was also aimed to determine whether these concepts differ…

The significance of listening strategy teaching over the past 30 years has become more widely acknowledged since it facilitates listening comprehension. However, few studies on teaching listening strategies have looked at this problem from the viewpoint of the students, and teacher, as well as handling students' motivation, cognitive awareness of…

This study examined the metacognitive knowledge of Finnish comprehensive school students and explored whether grade-based differences in metacognitive knowledge exist among 6th, 7th and 9th graders. Integrating qualitative (declarative, procedural, conditional) and contextual (person, task, strategy) frameworks, the research aims for a…

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany…

Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted…

Aim of this study was to examine the end-of-unit evaluation questions in the 6th Grade Science book of primary education according to the knowledge and cognitive process dimensions of the Revised Bloom Taxonomy. For that purpose, 130 end-of-unit evaluation questions of 6th grade Science textbooks which were approved by the Board of Education and…

Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…

This mixed methods study examined how middle school students (ages 11-13) in middle-class neighborhoods in Western Canada characterized a caring teacher. Specifically, qualitative content analysis was conducted on 199 sixth and seventh grade students' written responses to the question "What are three things that teachers do to show they…

This study aims to determine the relationship between middle school students' innovative thinking tendencies and entrepreneurial skills and to identify the variables that predict entrepreneurial skill. To this end, the study used the correlational survey method. The study group consists of 274 5th-, 6th-, and 7th-graders studying in 3 middle…

Relationships between students' grade-level, epistemic beliefs, metacognition, and science achievement were investigated separately for low and high-achieving schools. A total of 587 students in low achieving schools and 600 students in high achieving schools from fifth, sixth, and eighth grades constituted the study sample. Exploratory and…

Students in the 21st century are expected to possess the ability to solve ill-defined complex problems (ICPs). One challenge to understanding students' ability to solve ICPs is the lack of methods for measuring noncognitive and metacognitive behaviors and relating those behaviors to cognitive behaviors with the goal of investigating differences in…