Metacognition: Fundaments, Applications, and Trends: A Profile of the Current State-Of-The-Art

376 Pages·2015·7.46 MB·English

by  Alejandro Peña-Ayala (eds.)

Intelligent Systems Reference Library 76
Alejandro Peña-Ayala E ditor
Metacognition:
Fundaments,
Applications,
and Trends
A Profile of the Current State-Of-The-Art
Intelligent Systems Reference Library
Volume 76
Series editors
Janusz Kacprzyk, Polish Academy of Sciences, Warsaw, Poland
e-mail: [email protected]
Lakhmi C. Jain, University of Canberra, Canberra, Australia,
and University of South Australia, Adelaide, Australia
e-mail: [email protected]
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Alejandro Peña-Ayala
Editor
Metacognition: Fundaments,
Applications, and Trends
A Profile of the Current State-Of-The-Art
1 3
Editor
Alejandro Peña-Ayala
World Outreach Light
to the Nations Ministries
Escuela Superior de Ingeniería
Mecánica y Eléctrica, Zacatenco
Instituto Politécnico Nacional
Mexico City
Mexico
ISSN 1868-4394 ISSN 1868-4408 (electronic)
ISBN 978-3-319-11061-5 ISBN 978-3-319-11062-2 (eBook)
DOI 10.1007/978-3-319-11062-2
Library of Congress Control Number: 2014951345
Springer Cham Heidelberg New York Dordrecht London
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Preface
Metacognition is a term used to identify a kind of cognition oriented to monitor
and regulate cognition engaged in a given mental activity (e.g., listening, reading,
memorizing). Human beings consciously, even unconsciously, acquire and exploit
metacognitive knowledge, and develop metacognitive skills every day to perform
complex cognitive duties such as: learning, decision-making, and problem solving.
Thus, individuals daily deal with metacognitive experiences!
This book offers a glance of recent metacognition labor, which pursues to extend
the research, application, and practice reached in the efi ld. The chapters make up
a sample of the work currently achieved in countries from three continents, which
illustrates a sample of the state-of-the-art. According to the nature of the contribu-
tions accepted for this volume, vfi e kinds of topics are identiefi d as follows:
• Conceptual introduces a profile of the metacognition to describe its nature, pur -
pose, components, skills, models, and methods. Through this section, readers
are stimulated to acquire an overall idea of the metacognition, metacognitive
knowledge, metacognitive strategies, and visualize theoretical concepts such as
meta-metacognition.
• Frameworks outline essential logistics to command the stimuli, performance,
and evaluation of metacognitive components and skills. In this section, read-
ers are enabling to enhance metacognitive skills and self-regulatory functions,
assess metacognitive skills and self-regulated learning, and profit from execu-
tive management metacognition and strategic knowledge metacognition.
• Studies share research experiences oriented to respond how metacognition
contributes to accomplish successful learning. Along the section, readers are
informed of the results obtained from the following academic domains: English
listening proficiency, science informal learning, and cognitive self-regulation
during the process of learning with stress at the university.
• Approaches depict how metacognition is addressed in computer-supported
collaborative learning (CSCL) settings and training programs for teaching prac-
tices. In this section, readers appreciate the development of social metacognition
in CSCL to facilitate collaborative problem solving, content authoring, as well
as the recreation of metacognitive experiences to train teachers.
v
vi Preface
• Tools describe and promote intelligent authoring systems (ITS) as a platform
to develop learners’ diagnosis and inquiry skills. Readers can examine in this
section a couple of ITS, where one provides virtual patient cases to practice
medical diagnostic; and other provides examples and partial information to trigger
learner inquires about historical events.
This volume is the result of the research recently achieved by authors, who are
willing to share their models, methodologies, results, and findings to the commu-
nity of practitioners, pedagogues, psychologists, computer scientists, academics,
and students interested in the valuable topic of metacognition!
After the cycle of chapter submission, revision, and tuning according to the
Springer quality principles, fourteen works were approved, edited as chapters, and
organized according to the prior five topics.
The first part contains conceptual topics that are presented in Chaps. 1–3; the
second part depicts frameworks through Chaps. 4–6; the third part concerns with
studies that are outlined in Chaps. 7–9; the fourth part is related to approaches
described in Chaps. 10–12; and finally the fifth part unveils tools, which are char-
acterized in Chaps. 13 and 14. A profile of the chapters is given as follows:
1. Chapter 1 offers a review of models that guide metacognitive strategy instruction
as well as a hybrid strategy instruction sequence to improve comprehension mon-
itoring and self-regulatory control processes. A distinction of specicfi instruc-
tional strategies that can be used to improve monitoring and control processes is
also made.
2. Chapter 2 introduces the cognitive level of meta-metacognition. Specifically,
second-order judgments which regulate metacognitive judgments. In addition,
a method for analyzing how people make second-order judgments to assess
the accuracy of metacognitive judgments is outlined. Some reflections are
made concerning individual differences in second-order judgments and the
existence of human meta-metacognitive ability.
3. Chapter 3 proposes a conceptual model of the metacognitive activity. It is
based on neurological and biological viewpoints. The main idea is to depict
metacognition as a living system that behaves as an autopoietic system. Thus,
metacognition is a mechanistic system that generates metacognitive products
according to its own components, such as processes and skills.
4. Chapter 4 draws a framework supported by tools to stimulate individual and
group metacognitive skills, as well as self-regulatory functions and critical
thinking. It claims the synergy between tools, teams, and talents, where learners
develop skills. Based on those items, a model of metacognition is composed by
subjects such as motivation, mindfulness, and emotions to be implemented in
a CSCL setting. Authors assert such tools facilitate the development of higher-
order critical, reefl ctive, and collaborative metacognitive thinking skills.
5. Chapter 5 depicts an evaluation framework for the application of metacognitive
skills and self-regulated learning (SRL) at problem solving. The guide applies
several instruments such as calibration, feedback, and rubrics. These instru-
ments assess the analysis process used by the student to solve a problem, as
well as the feedback demanded on self-learning and given by the teacher.
Preface vii
6. Chapter 6 describes WebQuest as a learning object for embedding metacogni-
tion through inquiry-oriented learning activities delivered through the web. The
design of WebQuests includes seven subjects: welcome, introduction, tasks,
process, evaluation, conclusion, and teacher page. A series of illustrative exam-
ples are given for diverse courses oriented to junior and high school levels.
7. Chapter 7 reports a study about the relationship between metacognitive
awareness of listening strategies and listening proficiency about English as a
foreign language. The case study concerns high school students who respond
to three instruments to assess their English proficiency, metacognitive aware-
ness listening, and academic SRL. Once an inferential statistic analysis is esti-
mated, it was found out that only problem-solving strategies have a major role
in listening proficiency of mid self-regulated students!
8. Chapter 8 examines the impact of citizen science programs particularly on
student self-regulation with an emphasis on metacognition and motivation.
In the study a microanalytic methodology is applied to assess metacognitive
and motivational processes of self-regulated learning, which are tailored for
novice, transition, and expert users. In addition, a conceptual model and some
guidelines for creating effective citizen science programs are outlined.
9. Chapter 9 denfi es conceptual characteristics and relationships of personal self-
regulation, self-regulated learning, and coping strategies, which are used for
dealing with stress at learning. The study claims the importance of personal
self-regulation (SR) in determining the degree of cognitive SR during the pro-
cess of learning with stress, as well as the relationship between personal SR
and the type of coping strategies, and the relationship between SRL and coping.
10. Chapter 10 aims metacognition as socially shared construct in CSCL settings
that contributes to collaborative problem solving. Thus, a series of trials are
performed to identify how subjects externalize their thoughts during the pro-
cess of problem solving with their peers. One of the results indicates that for
socially shared metacognition to emerge, it is required that individual group
members make their thinking and metacognitive monitoring visible.
11. Chapter 11 explains how to teach students programming by means of games
that they collaboratively play, as well as how the metacognition contributes to
achieve the goal in a CSCL setting. The approach claims that such an environ-
ment facilitates the development of monitor and regulation skills by means of
common task development, working in groups, cooperative behavior, positive
interdependence, and individual accountability and responsibility.
12. Chapter 12 highlights an approach that supports teachers to develop their
metacognitive lifelong learning skills and to reconstruct their conceptual
knowledge and procedural strategies when necessary. Authors aim at reveal-
ing expressions of metacognition among teachers and examine the changes
they designed and applied in their teaching units and teaching processes. The
approach concludes that metacognitive knowledge and metacognitive experi-
ences are essential for the development of good, established teachers.
13. Chapter 13 describes how to scaffold metacognitive activities in medical prob-
lem solving training by means of BioWorld. Such an ITS instructs novice physi-
cians in developing medical diagnostic reasoning as they receive feedback in
viii Preface
the context of solving virtual cases. The system dynamically assesses the user’s
performance against expert solution paths. It provides help by means of a set of
pre-denfi ed rules based on the context of the learner’s activity.
14. Chapter 14 concerns with dysregulated learning, where different classes of
failures lead to minimal learning. The work presents the MetaHistoReasoning
tool, which is an ITS that traces a domain-specicfi account of the metacogni-
tive activities involved in learning while performing inquiries about the causes
of historical events. The tool induces confusion by failing to mention any infor-
mation pertaining to the causes of an event. In this way, learners should attain a
coherent understanding of the event by seeking and transforming information
obtained from sources in accordance with disciplinary-based practices.
I express my gratitude to authors, reviewers, my assistants Adriana Cárdenas
and Monserrat Hernández, the Springer editorial team, and the editors Dr. Thomas
Ditzinger, Professor Janusz Kacprzyk, and Professor Lakhmi C. Jain for their val-
uable collaboration to fulfill this work.
I also acknowledge the support given by the Consejo Nacional de Ciencia y
Tecnología (CONACYT) and the Instituto Politécnico Nacional (IPN) of Mexico
through the grants: CONACYT-SNI-36453, IPN-SIP-20141249, IPN-COFAA-
SIBE-DEBEC/647-391/2013, IPN/SIP/DI/DOPI/EDI/848/14.
Last but not least, I acknowledge the strength given by my Father, Brother
Jesus, and Helper, as a part of the research projects of World Outreach Light to the
Nations Ministries (WOLNM).
July 2014 Alejandro Peña-Ayala
Contents
Part I Conceptual
1 Metacognitive Strategy Instruction that Highlights
the Role of Monitoring and Control Processes .................... 3
Gregory Schraw and Antonio P. Gutierrez
1.1 Introduction ............................................ 4
1.2 Models of Strategy Instruction .............................. 4
1.3 A Typology of Strategy Use ................................ 5
1.4 A Hybrid Strategy Instruction Model ......................... 9
1.4.1 Instructional Strategies for Teaching Monitoring
and Control Processes .............................. 12
1.5 Discussion and Implications for Practice and Research ........... 12
1.6 Conclusions ............................................ 13
References .................................................. 14
2 Regulating Metacognitive Processes—Support
for a Meta-metacognitive Ability ............................... 17
Sandra Buratti and Carl Martin Allwood
2.1 Introduction ............................................ 18
2.2 What Is Metacognition? ................................... 20
2.3 How Does Metacognition Relate to Meta-Metacognition? ........ 21
2.4 Recent Research on Second-Order Metacognitive Judgments ...... 22
2.5 New Method for Studying Second-Order Judgments ............ 25
2.6 The Making of Successful Second-Order Confidence Judgments ... 26
2.6.1 Strategies Used When Making Second-Order Judgments ... 27
2.6.2 Cues for Making Second-Order Confidence Judgments .... 29
2.6.3 Individual Differences in Second-Order Judgment ........ 30
2.7 Does Research Really Support that We Have
a Meta-Metacognitive Ability? .............................. 31
2.8 Illustration of Computer Implementation of the New Method
for Improving Second-Order Judgments in a Learning Context .... 32
ix