ESTHER KAPA
A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVI... more ESTHER KAPA A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVIRONMENT ABSTRACT. A new computerized environment enabling a variety of metacognitive sup-portsindifferent phasesof theproblem-solving process wasdesigned toinfluencestudents’metacognition during wordproblem-solving and itseffect hasbeen examined inthepresentresearch. 441 students (aged 13–14) from eighth-grade integrative classes participated inthis study. The pupils were randomly assigned to one of four computerized learning envir-onments, each having a different kind of metacognitive support according to the phase of the problem-solving process: 1) during the solution process and after the completion of theproblem-solving process, 2) during the problem-solving process, 3) at the end of the solu-tion process and 4) no metacognitive support. Results indicated that learning environmentswhich provide metacognitive support during the solution process in each of its phases wassignificantly more effective than learning environments which provide metacognitive sup-port only at the end of the process. Moreover, students with low previous knowledge weremore significantly influenced by metacognitive supports than students with high previousknowledge.
ESTHER KAPA
A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVI... more ESTHER KAPA A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVIRONMENT ABSTRACT. A new computerized environment enabling a variety of metacognitive sup-portsindifferent phasesof theproblem-solving process wasdesigned toinfluencestudents’metacognition during wordproblem-solving and itseffect hasbeen examined inthepresentresearch. 441 students (aged 13–14) from eighth-grade integrative classes participated inthis study. The pupils were randomly assigned to one of four computerized learning envir-onments, each having a different kind of metacognitive support according to the phase of the problem-solving process: 1) during the solution process and after the completion of theproblem-solving process, 2) during the problem-solving process, 3) at the end of the solu-tion process and 4) no metacognitive support. Results indicated that learning environmentswhich provide metacognitive support during the solution process in each of its phases wassignificantly more effective than learning environments which provide metacognitive sup-port only at the end of the process. Moreover, students with low previous knowledge weremore significantly influenced by metacognitive supports than students with high previousknowledge.
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A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVIRONMENT
ABSTRACT. A new computerized environment enabling a variety of metacognitive sup-portsindifferent phasesof theproblem-solving process wasdesigned toinfluencestudents’metacognition during wordproblem-solving and itseffect hasbeen examined inthepresentresearch. 441 students (aged 13–14) from eighth-grade integrative classes participated inthis study. The pupils were randomly assigned to one of four computerized learning envir-onments, each having a different kind of metacognitive support according to the phase of the problem-solving process: 1) during the solution process and after the completion of theproblem-solving process, 2) during the problem-solving process, 3) at the end of the solu-tion process and 4) no metacognitive support. Results indicated that learning environmentswhich provide metacognitive support during the solution process in each of its phases wassignificantly more effective than learning environments which provide metacognitive sup-port only at the end of the process. Moreover, students with low previous knowledge weremore significantly influenced by metacognitive supports than students with high previousknowledge.
A METACOGNITIVE SUPPORT DURING THE PROCESS OFPROBLEM SOLVING IN A COMPUTERIZED ENVIRONMENT
ABSTRACT. A new computerized environment enabling a variety of metacognitive sup-portsindifferent phasesof theproblem-solving process wasdesigned toinfluencestudents’metacognition during wordproblem-solving and itseffect hasbeen examined inthepresentresearch. 441 students (aged 13–14) from eighth-grade integrative classes participated inthis study. The pupils were randomly assigned to one of four computerized learning envir-onments, each having a different kind of metacognitive support according to the phase of the problem-solving process: 1) during the solution process and after the completion of theproblem-solving process, 2) during the problem-solving process, 3) at the end of the solu-tion process and 4) no metacognitive support. Results indicated that learning environmentswhich provide metacognitive support during the solution process in each of its phases wassignificantly more effective than learning environments which provide metacognitive sup-port only at the end of the process. Moreover, students with low previous knowledge weremore significantly influenced by metacognitive supports than students with high previousknowledge.