Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school
| Autor: | Martina Steiner, Mariëtte H. van Loon, Natalie S. Bayard, Claudia M. Roebers |
|---|---|
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
Child-centered teaching
media_common.quotation_subject Metacognition Development Article Teacher instructions Education Task (project management) Elementary school Mathematics education 0501 psychology and cognitive sciences media_common 300 Social sciences sociology & anthropology 4. Education 05 social sciences Outcome measures 050301 education Cognition Test (assessment) Test performance 370 Education Strategies Psychology 150 Psychology 0503 education Autonomy Secret code 050104 developmental & child psychology |
| Zdroj: | Metacognition and Learning van Loon, Mariëtte H.; Bayard, Natalie S.; Steiner, Martina; Roebers, Claudia M. (2020). Connecting teachers’ classroom instructions with children’s metacognition and learning in elementary school. Metacognition and learning, 16(3), pp. 623-650. Springer 10.1007/s11409-020-09248-2 |
| ISSN: | 1556-1631 1556-1623 |
| DOI: | 10.1007/s11409-020-09248-2 |
| Popis: | Many children have difficulties with accurate self-monitoring and effective regulation of study, and this may cause them to miss learning opportunities. In the classroom, teachers play a key role in supporting children with metacognition and learning. The present study aimed to acquire insights into how teachers’ cognitive and metacognitive strategy instruction, as well as teacher-directed and child-centered instructional practices are related to children’s self-monitoring accuracy, regulation of study, and learning performance. Twenty-one teachers and 308 children (2nd and 4th grade elementary school) participated. Teachers instructed a secret code task, children had to learn the match between letters of the alphabet and corresponding symbols. Teachers were observed and audio-recordings were made of their instructions. Then, children were asked to (a) make restudy selections, (b) complete a test, and (c) self-monitor test performance. Although teachers both addressed cognitive and metacognitive strategies, they more often instructed children about cognitive strategies. Further, teaching practices were more often teacher-directed than child-centered. Although there were no relations between teachers’ instructions for metacognitive strategies and children’s outcome measures, teaching cognitive strategies was positively associated with children’s performance and self-monitoring accuracy. However, teaching cognitive strategies did not predict effective restudy selections. Rather, child-centered instructions (i.e., giving children autonomy to regulate their own learning) positively predicted children’s restudy, and further, children’s self-monitoring was more accurate in classrooms where teachers more often used child-centered instructional practices. This seems to imply that not only the content of the instructions itself, but particularly the way these are given, affects children’s metacognition. |
| Databáze: | OpenAIRE |
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