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ERIC Number: ED249250
Record Type: RIE
Publication Date: 1984-Apr
Pages: 40
Abstractor: N/A
Reference Count: 0
Improving Learning through Enhanced Metacognition: A Classroom Study.
Baird, John R.; White, Richard T.
This paper reports a six month intervention program in two ninth grade science classes and one eleventh grade human biology class. One teacher, one researcher, and 64 students participated in this action research to improve student learning and attitude through training in metacognition. The researcher was a participant observer, who introduced materials and procedures for teacher and students designed to increase the students' awareness and control of their own learning. Materials included a Question-Asking Checklists to help students practice evaluation strategies during class, an Evaluation Notebook and Card, and a Techniques Workbook. The study had four main phases: (1) exploratory; (2) awareness; (3) participation; and (4) responsibility. The extensive data came from direct observations, audio and/or video recordings of classroom activities and student interviews, tests, and self-evaluations. It demonstrated changes in student and teacher behavior and in achievements and attitudes. Difficulties in presenting the extensive results of this new style of research have not yet been solved. A summary of evidence is presented on two outcomes: greater learner control over learning through effective decision making, and the teacher allowing more learner control. Recommendations for classroom practice and implications for the curriculum and school organization are drawn. (Author/BS)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (68th, New Orleans, LA, April 23-27, 1984).