The role of metacognitive skills in learning to solve problems

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180 Brown, J., Collins, A., and Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1):32–42. Butler, D. (1998). Metacognition and learning disabilities. In Wong, B., editor, Learning about learning disabilities, pages 277–307. Academic Press, San Diego. Christoph, L., Anjewierden, A., Sandberg, J., and Wielinga, B. (2003a). Measuring metacognitive skills in a collaborative gaming simulation learning environment for the domain of knowledge management. In Proceedings of ED-MEDIA, Honolulu, Hawaii, pages 2313–2316. Christoph, L., Leemkuil, H., Ootes, W., Shostak, I., and Monceaux, A. (2003b). Final evaluation report on the use of the final kits learning environment prototype. Technical Report D14, University of Twente. Christoph, L., Sandberg, J., and Wielinga, B. (2004). Measuring learning effects of a gaming-simulation environment for the domain of knowledge management. In Proceedings of IADIS Cognition and exploratory learning in digital age (CELDA). Lissabon, Portugal, pages 265–272. Christoph, L., Sandberg, J., and Wielinga, B. (2005). Added value of task models and use of metacognitive skills on learning. In 12th International Conference on Artificial Intelligence in Education (AIED 2005), pages 774–776. Christoph, L. and van de Sande, J. (1999). Werkboek gedragsobservatie, systematisch observeren en The Observer. [Workbook observing behaviour, systematic observation and The Observer.]. Wolters Noordhoff, Groningen. Christoph, L., van der Tang, F., and de Hoog, R. (2001). Intuitive knowledge management strategies. In Proceedings of the 2nd European conference on knowledge management (ECKM). Bled, Slovenia, pages 105–120. Christoph, N., Monceaux, A., Leemkuil, H., Ootes, S., Shostak, I., Purbojo, R., and Haldane, A. (2002). Evaluation report on using the first prototype of the kits learning environment. Technical Report D10, University of Twente. Cunningham, D. (1992). Assessing constructions and constructing assessments: a dialogue. In Duffy, T. and Jonassen, D., editors, Constructivism and the technology of instruction: a conversation. Lawrence Erlbaum Associates, Hillsdale, NJ. de Hoog, R., Shostak, I., Purbojo, R., Anjewierden, A., Christoph, N., and Kruizinga., E. (2002). Final models and visualisation. Technical Report D12, University of Twente. de Hoog, R., Shostak, I., Purbojo, R., van der Tang, F., van Heijst, G., and Kruizinga, E. (2001). Initial specification of models and visualisation. Technical Report D7, University of Twente. de Hoog, R., van Heijst, G., van der Spek, R., Edwards, S., Mallis, R., van der Meij, B., and Taylor, M. (1999). Investigating a theoretical framework for knowledge management: a gaming approach. In Liebowitz, J., editor, The knowledge management handbook. CRC Press, Boca Raton. de Jong, F. (1992). Zelfstandig leren: Regulatie van het leerproces en leren reguleren: Een procesbenadering [Independent learning: Regulation of the learning process and learning to regulate: A process approach]. PhD thesis, Katholieke Universiteit Brabant. de Jong, T. and van Joolingen, W. (1998). Scientific discovery learning with computer simulations of conceptual domains. Review of educational research, 68:179–201. Dellarossa, D. (1988). A history of thinking. In Sternberg, R. and Smith, E., editors, The psychology of human thought, pages 1–11. Cambridge University Press, Cambridge.
REFERENCES 181 Duffy, T. and Cunningham, D. (1996). Constructivism: implications for the design and delivery of instruction. In Jonassen, D., editor, Educational communications and technology. Simon & Schuster Macmillan, New York. Ediati, A. (2002). Case based learning in the domain of knowledge management: design of a case based on a small customer intimacy organisation. Master’s thesis, University of Twente. Eggen, R. and Sanders, P. (1993). Psychometrie in de praktijk. CITO, Arnhem. Ericsson, A. and Simon, H. A. (1990). Protocol analysis. MIT Press, Cambridge, Mass. Erkens, G. (1997). Cooperatief probleemoplossen met computers in het onderwijs [Cooperative problem solving with computers in education]. PhD thesis, University of Utrecht. Flavell, J. (1976). Metacognitive aspects of problem solving. In Resnick, L., editor, The nature of intelligence, pages 231–235. Lawrence Erlbaum Associates, Hillsdale, NJ. Flavell, J. (1987). Speculations about the nature and development of metacognition. In Weinert, F. and Kluwe, R., editors, Metacognition, motivation and understanding, pages 20–29. Lawrence Erlbaum, Hillsdale, NJ. Garner, R. (1987). Metacognition and Reading Comprehension. Ablex Publishing Corporation, Norwood, NJ. Georghiades, P. (2000). Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42:119–139. Glaser, R. (1989). Expertise and learning: how do we think about instructional processes now that we have discovered knowledge structures? In Klahr, D. and Kotovsky, K., editors, Complex information processing: the impact of Herbert A. Simon, pages 269–282. Lawrence Erlbaum Associates, Hillsdale, NJ. Glaser, R., Schauble, L., Raghavan, K., and Zeitz, C. (1992). Scientific reasoning across different domains. In de Corte, E., Linn, M., Mandl, H., and Verschaffel, L., editors, Computer-based learning environments and problem solving, pages 345– 373. Springer-Verlag, Berlin, Germany. Hamel, R. (1990). Over het denken van de architect. Een cognitief psychologische beschrijving van het ontwerpproces bij achitecten [About the thought processes of the architect. A cognitive psychological approach of the design process with architects]. AHA books, Amsterdam. Hollan, J., Hutchins, E., and Kirsh, D. (2000). Distributed cognition: toward a new foundation for human-computer interaction research. ACM Transactions on Computer- Human Interaction, 7(2):174–196. Hong, E. (1998). Differential stability of state and trait self-regulation in academic performance. The journal of educational research, 9(3):148–157. Hong, E. and O’Neil, H. (2001). Construct validation of a trait self-regulation model. International journal of psychology, 36(3):168–194. Hoppe, U. and Ploetzner, R. (1999). Can analytic models support learning in groups? In Dillenbourg, P., editor, Collaborative-learning: Cognitive and Computational Approaches. Advances in Learning and Instruction series, pages 147–169. Elsevier, Pergamon. Hulshof, C. (2001). Discovery of ideas and ideas about discovery. The influence of prior knowledge on scientific discovery learning in computer-based simulations. PhD thesis, University of Twente. Jacobs, J. and Paris, S. (1987). Children’s metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22:255–278.
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The role of metacognitive skills in
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The role of metacognitive skills in
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Contents 1. INTRODUCTION 1 2. THEOR
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Contents ix 6. STUDY III: ADDED VAL
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xii Rienke Schutte, zonder de medew
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2 in realistic settings and everyda
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4 use a trade-off between efforts i
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6 of this thesis are described. In
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8 First an overview of relevant lit
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10 In research concerning reading a
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12 problem has actually been found
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14 or whether domain specific metac
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16 learners should be able to artic
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18 piece of origami paper. Both mat
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20 tion given to the problem solver
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22 is rather directive. It does not
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24 The problem solver has declarati
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26 problem and the fact that studen
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28 learn from them. In terms of Jan
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30 This model is called DORMOBILE (
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32 Second, the meta-level in proble
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34 Figure 2.8. Theoretical model of
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36 task-level. In order to keep the
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Chapter 3 KM QUEST The goal of this
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KM Quest 41 Figure 3.1. The Knowled
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KM Quest 43 the fact that some plan
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KM Quest 45 a dynamic simulation-ga
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KM Quest 47 Quest. They are visuali
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KM Quest 49 cesses in Coltec. For e
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KM Quest 51 Figure 3.5. The Knowled
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KM Quest 53 3.3.1.3 The IMPLEMENT p
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KM Quest 55 process in an electroni
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Chapter 4 STUDY I: PILOT This chapt
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Study I: Pilot 59 the spontaneous o
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Study I: Pilot 61 Also, the questio
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Study I: Pilot 63 however, to what
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Study I: Pilot 65 ceived 12 questio
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Study I: Pilot 67 objective, a seco
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Study I: Pilot 69 other. It also ex
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Study I: Pilot 71 In conclusion, th
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Study I: Pilot 73 Finally, the othe
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Study I: Pilot 75 Figure 4.2. Scree
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Study I: Pilot 83 alizations of the
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86 of meaningful learning which can
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88 opportunity events (instead of t
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90 different occasions or settings.
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92 conceptual correctness (54) the
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94 The score on KMQUESTions indicat
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96 is a variable that influences th
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98 5.4 Discussion The hypothesis fo
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100 mal company results. In the fol
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102 more inclined to regulate domai
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104 these skills in order to solve
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106 Hypothesis 1: students acquire
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108 KMQUESTions of study II was per
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110 The second measurement of game
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112 T-PROS because they did not occ
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114 Category Rule Example Task Indi
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116 vised by one experimenter in or
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118 6.3 Results 6.3.1 Game results
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120 to Coltec. Only threats have a
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122 6.3.2.1 Effects of learning and
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124 Prospective Pre-test Post-test
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126 Distribution Frequency 1 high 2
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128 No − model Model Retrospectiv
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Page 144 and 145: 134 Condition * Metacognition G MET
Page 146 and 147: 136 Figure 6.5. Relations between m
Page 148 and 149: 138 in the model condition: Visuali
Page 150 and 151: 140 Figure 6.7. Overview of relatio
Page 152 and 153: 142 ‘monitoring’. Prospective s
Page 154 and 155: 144 learning. Finally, in the no-mo
Page 156 and 157: 146 inclusion of a task model speci
Page 158 and 159: 148 interpreting the results on met
Page 160 and 161: 150 When no task model is available
Page 162 and 163: 152 Another perhaps more valid expl
Page 164 and 165: 154 havioural measures prove to be
Page 167 and 168: Appendix A Solving a problem in KM
Page 169 and 170: APPENDIX A: Solving a problem in KM
Page 171: APPENDIX A: Solving a problem in KM
Page 174 and 175: 164 to learning to solve problems.
Page 176 and 177: 166 cognition in a constructivist l
Page 178 and 179: 168 forward. The most important one
Page 181 and 182: Chapter 9 SAMENVATTING Het huidige
Page 183 and 184: Samenvatting 173 De aanwezigheid va
Page 185 and 186: Samenvatting 175 gebruik van metaco
Page 187 and 188: Samenvatting 177 nificant leereffec
Page 189: References Akhras, F. and Self, J.
Page 193 and 194: REFERENCES 183 Nelson, T. (1999). C
Page 195: REFERENCES 185 van Harmelen, F., Wi
Page 198 and 199: Prototyping of CMS Storage Manageme
Page 200 and 201: Human-Computer Interaction and Pres
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