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ERIC Number: ED328897
Record Type: RIE
Publication Date: 1990-Nov
Pages: 90
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teaching Metacognitive Strategies to First Graders.
Lee, LaVonne S.
This study investigated whether first grade students could be taught metacognitive strategies to solve analogies. Subjects, 34 first grade students randomly assigned to two groups with adjustments made to make the groups equal in gender, ability, and urban or rural geographic location, were pretested for their ability to solve analogies. The experimental group spent 30 minutes per day for 10 days in direct instruction in analogy-solving strategies. An integrated curriculum (webbings) was used throughout the year. Students were taught to verbalize the general rule that "before we learn something new, we must find out what we already know." Various brainstorming techniques were used to accomplish this. The first day of the webbing students were asked, "What do we know about eggs?" or "What do we know about mice?" and responses were recorded on chart paper. These were then categorized according to levels of Bloom's taxonomy and saved to be compared with responses at the end of the webbing. Posttests were administered 2 weeks after the pretest. Results indicated that students in the experimental group were significantly more adept at finding the special relationships involved in the analogy as well as in utilizing a common language to help in its solution. Results also indicated an increased use of metacognitive strategies by students. (Two tables of data are included; journal samples, egg webbing, mice webbing, and 41 references are attached.) (RS)
Publication Type: Speeches/Meeting Papers; Dissertations/Theses - Masters Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Webbing (Thematic)
Note: M.A. Thesis, University of Wyoming. Paper presented at the Annual Meeting of the National Reading Conference (40th, Miami, FL, November 27-December 1, 1990).