Abstracts - Earli

loosing the gaming experience is a hot topic of research and development. The E.U. ELEKTRAproject aims to develop a game including a pedagogical background and a rich technologicalenvironment game in terms of visual design, interaction possibilities, and storytelling. One of thepedagogical challenges is the support of metacognitive activity, including the use of certitudedegrees. In the game the learner-player will have to solve enigma gaining knowledge andunderstanding about eclipses, the theme of the game. The player will also have to gain theconfidence of a non playing character. It is that confidence that will be measured with certitudedegrees about solving the enigma. This paper will present a proposition for mixing metacognitionand game play. It will also present an experiment regarding the formulation of the certitude on ascale to be used by the player. It was suggested not to use verbal expressions (like sure, notsure,...) but to use subjective probabilities (like 100%, 80%,...) instead. We organised anexperiment proving the lack of reliability when using verbal expressions. In this experiment 23subjects passed a double writing test about grammar in their native language. They were asked towrite down a spoken missing word to be written within a typed sentence and to associate theircertitude having the correct spelling. The first time they used a verbal expressions to describe theircertitude. The second time they used subjective probabilities. The experiment showed that verbalexpressions can take different values from person to person but also from question to question forthe same person. The metacognitive activity will be based on dialogues based on the good use ofthose judgements.Periodical workplans in mathematics - a valuable tool or a risky experiment?Ole Kristian Bergem, University of Oslo, NorwayAbstract: The aim of this paper is to analyze the use of periodical work plans in six Norwegian 9thgrade mathematic classrooms, and in the light of socio-cultural theories to discuss some importantpedagogical issues about the concept of learning that the use of these work plans seems to raise.The research design is a classroom study involving three subjects; mathematics, science andlanguage art, with video recordings from the classroom, student and teacher interviews, andethnographic observation as the primary data sources. My first level of analysis is based on acommon framework with categories elaborated for coding video observations of teachers’activities and instructional repertoires across sites and school subjects. My second level of analysisis based on the student/teacher interviews with specific regard to strategic positioning regardingthe use of work plans in mathematics. An important consequence of the use of work plans is that alarge part of the time allocated to mathematics is used on individual work. This seems to reducethe opportunities for student cooperation and the time available for open class discussions and/ordiscussions with peers. I have argued that learning consequently is being privatized and treated asa private endeavour. This is a view of learning that seems to conflict with a Vygotskian, socioculturalview, where the importance of viewing learning as a social and cultural process isadvocated. The student/teacher interviews revealed that the strategic positioning towards the use ofwork plans varied considerably both between students and between students and teachers. Mostimportantly there seemed to be a contradiction between the object/motive of the teachers and theobject/motive of many students as regards the use of work plans.Assessing metacognitive competence: Developing potentials for learning to learnTherese Nerheim Hopfenbeck, University of Oslo, Faculty of Education, NorwaySvein Lie, University of Oslo, Faculty of Education, NorwayResearch shows that self-regulated learners seem to be able to plan their learning, set goals,monitor and control their own learning process. Yet, researchers realize that most classrooms are– 722 –