Abstracts - Earli

and conditions of given study tasks. Multiple case studies are currently performed in two schools.In each school, three tenth-grade classes engaged with different subject domains (history,geography, biology) are followed as students perform two types of study tasks that are common toDutch secondary education – a "test preparation study task" and a "project based study task".Various types of data are collected, including field notes of lessons observed, instructionallearningmaterials and audio protocols of interviews and students thinking aloud while working onassignments. All of these data are systematically archived, annotated, and/or transcribed,depending on their expected value for the first of two major goals of this study: providing richdescriptions of interesting examples of students’ strategy motives and ways of adapting strategiesto specific contexts. These descriptions are given both at a concrete level and an analytical level,the latter drawing from the theoretical model of strategy adaptation, which we have based on aliterature review. The second major goal of this study is to describe students’ and teachers’reactions to the concrete descriptions of examples in so called feedback sessions. We considertheir reactions as a validation of the variables and language used in the model. Indeed, our ultimategoal is to develop a theoretical model that helps teachers and students to describe and reflect upontheir own educational practice.Metacognitive experiences and skills in a collaborative students’ interactionTuike Iiskala, University of Turku, FinlandMarja Vauras, University of Turku, FinlandErno Lehtinen, University of Turku, FinlandPekka Salonen, University of Turku, FinlandMetacognition is traditionally understood as a person’s own knowledge about cognition and asmonitoring and regulation of cognitive processes. Thus, the focus has been on an individual’smetacognition. Although recently more attention has been shifted to social aspects ofmetacognition rather than merely understanding it from the perspective of an individual, theempirical evidence is still scarce. Thus, our aim is (1) to explore metacognition, especiallymetacognitive experiences and skills which concern ongoing processes, during a collaborativestudents’ interaction and (2) to elaborate methods for analyzing metacognition during theinteraction. Four high-achieving pairs, thus eight students, participated in this study. The studentsin the pairs were ten years old. Every pair solved during 16 one hour sessions mathematical wordproblems of different difficulty levels with the help of the computer-supported mathematicallearning game. Thus, the data consists of altogether 285 problems during 64 hours. Workingsessions were videotaped, and a stimulated recall interview was conducted. The verbalcommunication during all sessions was transcribed, and nonverbal communication written down.The analysis is based on the interaction analysis, in particular, on preoccupational analysis. Anapplication of the interaction flowchart is used (cf. Sfard & Kieran, 2001a, 2001b). Typicalexamples of the pairs’ collaborative interaction is shown. As results, we found metacognitionwhich do not imply only the student’s own or the other student’s cognitive processes but indicatealso shared metacognitive experiences and skills during the problem solving process. This kind ofshared metacognition seemed to sustain mutual thinking among the student pair. To conclude, weregard as important to expand metacognition study to consider metacognition in social systems,like in collaborative learning situations, which are qualitatively different than individuals working.– 332 –