Children's use of metacognition in solving everyday problems: An initial study from an Asian context

Australian Educational Researcher

Volumn 36, Issue 3, 2009, Pages 89-102

  Lee, Chwee Beng ^a   Teo, Timothy ^a   Bergin, David ^b  

^a NANYANG TECHNOLOGICAL UNIVERSITY   (Singapore)

^b UNIVERSITY OF MISSOURI   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77956264749     PISSN: 03116999     EISSN: 22105328     Source Type: Journal    
DOI: 10.1007/BF03216907     Document Type: Article

References (45)

1. Amsterlaw, J. (2006). Children's beliefs about everyday reasoning. Child Development, 77(2), 443-464.
2. Baker, L. (1989). Metacognition, comprehension monitoring and the adult reader. Educational Psychology Review, 1, 3-38.
3. Baker, L., & Brown, A. (1984). Metacognitive skills and reading. In P. D. Pearson, M. Kamil, R. Barr & P. Mosenthal (Eds.), Handbook of Reading Research (pp. 353-394). New York: Longman.
4. Baker, L., & Cerro, L. C. (2000). Assessing metacognition in children and adults. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 99-146). Lincoln, NE: Buros Institute of Mental Measurements.
5. Batha, K., & Carroll, M. (2007). Metacognitive training aids decision making. Australian Journal of Psychology, 59(2), 64-69.
6. Berg, C. A., Strough, J., Calderone, K. S., Sansone, C., & Weir, C. (1998). The role of problem definitions in understanding age and context effects on strategies for solving everyday problems. Psychology and Aging, 13(1), 29-44.
7. Brown, A. L. (1980). Metacognitive development and reading. In R. J. Spiro, B. C. Bruce & W. F. Brewer (Eds.). Theoretical issues in reading comprehension (pp. 453-479). Hillsdale, NJ: Erlbaum.
8. Brown, A., Bransford, J., Ferrara, R., & Campione, J. (1983). Learning, remembering, and understanding. In J. Flavell & E. Markman (Eds.), Handbook of child psychology: Cognitive development, vol. 3 (pp. 77-166). New York: Wiley.
9. Cianciolo, A. T., Grigorenko, E. L., Jarvin, L., Gil, G., Drebot, M. E., & Sternburg, R. J. (2006). Practical intelligence and tacit knowledge: Advancements in the measurement of developing expertise. Learning and Individual Differences, 16, 235-153.
10. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson Education.
11. Cross, D. R., & Paris, S. G. (1988). Developmental and instructional analyses of children's metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142.
12. Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 47-68). Mahwah, NJ: Lawrence Erlbaum.
13. Dennison, R. S. (1996). Relationships among measures of metacognition. Paper presented at the annual meeting of the American Educational Research Association, New York.
14. Everson, H. T., & Tobias, S. (1998). The ability to estimate knowledge and performance in college: a metacognitive analysis. Instructional Science, 26, 65-79.
15. Flavell, J. H. (1987). Speculations about the nature and development of meta-cognition. In F. Weinert & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 21-29). Hillsdale: Lawrence Erlbaum.
16. Gardner, H. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic.
17. Hacker, D., Dunlosky, J., & Graesser, A., (1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum.
18. Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Boston, MA.
19. Hennessey, M. G. (2003). Metacognitive aspects of students' reflective discourse: Implications for intentional conceptual teaching and learning. In G. M. Sinatra & P. R. Pintrich (Eds.), Intentional conceptual change (pp. 103-132). Mahwah, NJ: Lawrence Erlbaum.
20. Hewitt, J., Pedretti, E., Bencze, L., Vaillancourt,. D., & Yoon, S. (2003). New applications for multimedia cases: Promoting reflective practice in preservice teacher education. Journal of Technology and Teacher Education, 11(4), 483-500.
21. Hong, N. S., Jonassen, D. H., & McGee, S. (2003). Predictors of well-structured and illstructured problem solving in an astronomy simulation. Journal of Science Teaching, 40(1), 6-33.
22. Jacobs, J. E., & Paris, S. G. (1987). Children's metacognition about reading: Issues in definition, measurement, and instruction. Educational Psychologist, 22, 255-278.
23. Johnson-Laird, P. N. (1982). Thinking as a skill. Quarterly Journal of Experimental Psychology, 34a, 1-29.
24. Jonassen, D. H. (2000). Toward a design theory of problem solving. Educational Technology Research and Development, 48(4), 63-85.
25. Jonassen, D. H. (2004). Learning to solve problems: An instructional design guide. San Francisco: Pfeiffer/Jossey-Bass.
26. Jonassen, D. H. (2007). What makes scientific problems difficult? In D. H. Jonassen (Ed.), Learning to solve complex scientific problems (pp. 3-23). Mahwah, NJ: Lawrence Erlbaum.
27. Karmiloff-Smith, A. (1992). Beyond modularity: A developmental perspective on cognitive science. MIT Press, Cambridge, MA.
28. Kitchner, K. S. (1983). Cognition, metacognition, and epistemistic cognition: A three-level model of cognitive processing. Human Development, 26, 222-232.
29. Lin, X. D. (2001). Reflective adaptation of a technology artifact: A case study of classroom change. Cognition & Instruction, 19, 395-440.
30. Lin, X. D., Schwartz, D. L., & Hatano, G. (2005). Toward teachers' adaptive metacognition. Educational Psychologist, 40(4), 245-255.
31. McLain, K. V. M., Gridley, B. E., & McIntosh, D. (1991). Value of a scale used to measure metacognitive reading processes. Journal of Educational Research, 85, 81-87.
32. Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25(4), 230-248.
33. Palinscar, A. M., & Brown, D. A. (1987). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20, 66-75.
34. Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition. Lincoln, NE: The University of Nebraska Press.
35. Ross, J. A. (1981). Improving adolescent decision-making skills. Curriculum Inquiry, 11(3), 279-295.
36. Schraw, G. (1994). The effects of metacognitive knowledge on local and global monitoring. Contemporary Educational Psychology, 19, 143-154.
37. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.
38. Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236-248.
39. Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children's knowledge and regulation. Contemporary Educational Psychology, 27, 51-79.
40. Sperling, R. A., Howard, B. C., Staley, R., & DuBois, N. (2004). Metacognition and selfregulated learning constructs. Education Research and Evaluation, 10(2), 117-139.
41. Sternberg, R. J. (2005). The theory of successful intelligence. Interamerican Journal of Psychology, 39(2), 189-202.
42. Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306-314.
43. Stipek, D., Feiler, R., Daniels, D., & Milburn, S. (1995). Effects of different instructional approaches on young children's achievement and motivation. Child Development, 66, 209-223.
44. Tobias, S., Everson, H. T., & Laitusis, V. (1999, April). Towards a performance based measure of metacognitive knowledge monitoring: Relationships with self-reports and behavior ratings. Paper presented at the annual meeting of the American Educational Research Association, Montreal.
45. Wason, P. C., & Johnson-Laird, P. N. (1972). Psychology of reasoning: Structure and content. Cambridge, MA: Harvard University Press.