ERIC Number: ED439160
Record Type: Non-Journal
Publication Date: 1999-Aug
Reference Count: N/A
Increasing Problem Solving through the Metacognitive Skills of Planning, Monitoring, and Evaluating.
A teacher involved in Kentucky's statewide systemic reform began a personal effort to change her classroom through action research, especially in the area of higher order thinking. This action research gathered data about the aspects of metacognition that might develop naturally in 8- and 9-year-olds and then translated the data into classroom practices. The investigator's class of 26 third graders was compared with the school's other third grade class. In the investigator's class, a culture of thinking was created throughout the school day by using several instructional strategies focusing on student self-awareness and planning, monitoring, and evaluating within the subject domains of mathematics, science, and visual arts. Videotapes of students performing developed tasks in pretest and posttest situations were analyzed. Results indicate that a child of 8 is not likely to use metacognitive categories of planning, monitoring, or evaluating during problem solving, although some students who have just turned 9 are more likely to monitor their problem solving activities by reviewing their work. The study also found that the behavior of monitoring review is responsive to instruction and related to improved understanding of mathematics and visual arts problems. The implications of these findings for determining the appropriate age for instruction in metacognitive strategies are discussed. Seven attachments contain supplemental information, including scoring guides for the developed tasks. (Contains 22 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Spencer Foundation, Chicago, IL.
Authoring Institution: N/A