چکیده:
Research in recent decades shows that the more students become aware of their own mental processes and test the use of metacognitive strategies in real-life situations, their academic performance in active learning classrooms increases significantly. This article, by reviewing empirical and theoretical evidence, examines the importance of 'metacognitive knowledge' (knowing what and why) and 'metacognitive experience' (knowing how and when) at three levels: planning, monitoring, and evaluation. It demonstrates that the explicit integration of these components into the design of interactive tasks not only increases the depth of conceptual learning but also strengthens learning autonomy and cognitive resilience. Finally, practical solutions are provided for teachers and curriculum designers to gradually cultivate these capacities.
خلاصه ماشینی:
Sima Attaradi West Azerbaijan Province Department of Education Abstract Research in recent decades shows that the more students become aware of their own mental processes and experience applying metacognitive strategies in real-life situations, the more significantly their academic performance increases in active learning classrooms.
Research by the Education Endowment Foundation (EEF) shows that explicit instruction of metacognitive strategies can bring at least seven months of additional learning progress for students; especially when these strategies are structured through group collaboration.
When teachers formally help students in creating the metacognitive process, they often use instructional strategies that are situated within a specific framework; additionally, cooperative learning techniques and peer teaching often give students the opportunity to discuss their thought processes with others; and this process often takes the form of formulating thoughts, and through this means, these thoughts can be shown to others, a practice that ultimately leads to the expansion of metacognition (Piaget, 1964).
If students have not mastered this prerequisite knowledge to an appropriate level of autonomous activity, the subject under study will occupy their entire working memory, and as a result, no time remains for metacognitive thinking.
Wittrock The content of this section is taken from the source: Seyf, Ali Akbar (2008) Modern Educational Psychology (Psychology of Learning and Teaching) Tehran: Agah Publications (Sixth Edition).
Some of the most common metacognitive strategies are in the form of mnemonics, which are methods consisting of meaningful words where each letter of these words indicates a stage in the problem-solving process or represents important information about a specific topic within the scope of the students' interests.
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