Enhancing Metacognition through Thinking Instruction: A Case Study in a Taiwanese University

Autor/in	Chen, Mei-Hui
Titel	Enhancing Metacognition through Thinking Instruction: A Case Study in a Taiwanese University
Quelle	In: Journal of University Teaching and Learning Practice, 17 (2020) 5, Artikel 16 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-9789
Schlagwörter	Metacognition; Thinking Skills; Skill Development; Critical Thinking; Creative Thinking; Knowledge Level; Self Management; College Students; Late Adolescents; Direct Instruction; Instructional Effectiveness; Foreign Countries; Transfer of Training; Taiwan + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Kritisches Denken; Kreatives Denken; Wissensbasis; Selbstmanagement; Collegestudent; Halbstarker; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Unterrichtserfolg; Ausland; Training; Transfer; Ausbildung
Abstract	This study investigated the impact of thinking instruction on students' metacognition and thinking behavior. Higher-order thinking occurs when individuals use their underlying metacognitive strategies which increase the probability of achieving a desirable result. The study was designed as a case study of an intervention and a posttest-only control group design was adopted. Participants consisted of students with a variety of majors were recruited from a medium-size university located in southern Taiwan. Two classes of the Developing Thinking course, totaling 78 students, comprised the group receiving the intervention, while 196 students in six General English classes comprised the comparison group. The intervention students were introduced to thinking skills, facts and opinions, question stems, and thinking from different perspectives. The quantitative results show strong evidence that the thinking instruction exerts statistically significant positive effects on students' metacognition. Qualitative evidence also shows improvements in cognitive awareness with students demonstrating a more consistent application of thinking skills, an increased ability to think critically with thinking dispositions cultivated, and most importantly, a transfer of thinking behavior across the curriculum and in their personal lives. The researcher suggests the value of introducing thinking instruction to promote critical thinkers. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://ro.uow.edu.au/jutlp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01