An Analysis of Metacognitive Skills Utilized by Students during Computer Simulation Activities.

Autor/in	Horak, Willis J.
Titel	An Analysis of Metacognitive Skills Utilized by Students during Computer Simulation Activities.
Quelle	(1991), (10 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Artificial Intelligence; Computer Assisted Instruction; Learning Strategies; Metacognition; Problem Solving; Science Education; Secondary Education; Secondary School Science; Simulation + Suchen Sie Ihr Suchwort? Künstliche Intelligenz; Computer based training; Computerunterstützter Unterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Naturwissenschaftliche Bildung; Sekundarbereich; Simulation program; Simulationsprogramm
Abstract	Metacognitive skills may be defined in a variety of ways. Generally, these ways all apply to people's thinking about their own personal thinking. This research study analyzed students' interactions to computer programs to assess their metacognitive skills. The metacognitive skills assessed were: (1) planning a course of action; (2) monitoring the outcomes; (3) evaluating data collection strategies; (4) thinking about or listing alternative strategies; (5) revising strategies; and (6) prioritizing actions. The participants were observed individually or in pairs during their work on specific programs. The participants were observed during each interaction and a record was kept of their verbal behavior and of their computer responses. Overall, subjects varied widely in their ability to choose a course of action. The subjects sometimes would sit and appear to consider what to do before they attempted the problem. Subjects were more capable of monitoring the outcomes of their decisions when they had had some positive experiences with this strategy. Revising strategies was most difficult. The subjects were not able to prioritize their actions. (KR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01