超认知问题对数字环境中学习判断准确性的贡献
Tova Michalsky1, Hila Bakrish1
1Faculty of Education, Bar-Ilan University, Ramat-Gan, Israel.
Heliyon
|November 19, 2024
概括
超认知自我质疑提高了小学学生在数字阅读和数学课程中准确判断学习的能力. 这一策略在六个会议中提高了表现和判断准确性.
科学领域:
- 教育心理学教育心理学
- 数字学习环境 数字学习环境
- 超认知 (Metacognition) 是一种表认知 (metacognition) 的方法.
背景情况:
- 小学学生在数字教育环境中经常难以准确地判断学习 (JOL).
- 超认知,即思考自己思考的能力,对于有效的学习至关重要.
研究的目的:
- 调查元认知自我质疑对数字识字和算术课程中JOL准确度的影响.
- 评估元认知支持是否能提高学习成绩和自我评估准确性.
主要方法:
- 两项研究涉及五年级学生在六个课程中使用数字学习程序.
- 实验小组获得了研究材料,其中包含了元认知自我质疑提示.
- 学生在完成阅读 (研究1) 和数学 (研究2) 测试之前评估了他们的理解能力.
主要成果:
- 实验组的学生在学习表现和校准 (JOL准确性) 方面都显示出显著的改善.
- 学生预测的成绩和实际的测试结果之间的差距随着超认知支持而减少.
- 在数字阅读和数学素养干预中都观察到改善.
结论:
- 超认知自我质疑有效地提高了学生在数字环境中学习准确性的判断力.
- 建议将元认知实践整合到数字识字和数学的教学中,以改善学习成果.
- 这项研究支持使用超认知策略来提高学生在技术增强教育中的表现和自我意识.
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