ERIC Number: ED464127
Record Type: RIE
Publication Date: 2002-Apr-1
That "Aha" Experience: Meta-Cognition and Student Understanding of Learning and Knowledge.
Little research has assessed the role of student-initiated metacognition in the learning of mathematics. In this study, secondary school students (junior high school and high school) were asked to consider their own thinking in terms of how they learn and when they know that they know (the "aha" experience). Students were able to define and articulate some of their metacognitive processes and to illustrate three paths to knowledge. Knowledge was student-defined as the ability to use newly learned information in novel settings and to describe problem-solving strategies even if the student is unable to solve fully the problem at hand. Students suggested that memorization and conceptualization work symbiotically and the "aha" experience occurs when the learned material becomes a useable and internally explainable concept. (Contains 1 figure, 2 tables, and 13 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).