Metacogntion

Anormal Psikoloji kitabı, ruhsal bozukluklar alanında çalışan tüm profesyoneller, psikiyatristler, klinik psikologlar, psikologlar, psikolojik danışmanlar, hekimler, sosyal hizmet uzmanları, psikiyatri hemşireleri ve bu alanlarda öğrenci yetiştiren akademisyenler ile eğitim alan öğrenciler için temel bir başvuru kitabıdır.
2013 yılının Mayısı ayında yayımlanan DSM-5 ölçütlerine göre ruhsal bozukluklarla ilgili sunulan bilgilerin güncellemesinin de yapıldığı bu kitap, tüm dünyada pek çok üniversitenin psikiyatri ve psikoloji bölümlerinde ders kitabı olarak okutulmaktadır.
Kitabın her bölümünde, ilk olarak ruhsal bozukluklarla ilgili vakalar sunulmakta, daha sonra bozuklukların klinik tanıları yapılmakta ve DSM-IV-TR’den farklı olan DSM-5’te yapılan değişikliklere yer verilmektedir. Ayrıca, DSM-5’teki tanı ölçütleri, bozuklukların etiyolojisi ve epidemiyolojisi, bozukluklar üzerinde kalıtımın ve çevrenin etkileri, biyolojik ve sosyal ve kültürel etkiler, en güncel araştırmalardan elde edilen verilerle harmanlanarak sunulmaktadır. Ruhsal bozuklukların tedavisinde etkili olacak terapi yaklaşımları ve ilaçla yapılan tedaviler hakkında da bilgiler veren kitap, sahip olduğu zengin içeriği ile eşsiz bir kaynaktır.
Anormal Psikoloji kitabının; profesyoneller ve öğrenciler için önemli bir rehber olacağına, yardıma ihtiyaç duyan insanların sorunlarının çözümüne, ruhsal bozuklukların tanı ve tedavisinde önemli katkılar sağlayacağına inanıyoruz.

The aim of this study was to examine the impact of inclusion teaching style on increasing students' metacognitive skills in physical education classes. Forty-three students aged 11-12 years participated. The students were divided into two groups: (i) the experimental group consisted of 22 students and (ii) the control group of 21 students. Teachers in the intervention classes used the inclusion teaching styles during the execution of physical education activities and within the control group the command style, was used. Metacognition was assessed pre and post-intervention through semi-structured questionnaires. The results of the statistical analysis showed that students of the experimental group using the inclusion teaching style, applied metacognitive strategies more often than students in the control group. Except that students found the inclusion teaching style more interesting and challenging because they liked to make decisions about the tasks they performed.

This present investigation has aimed to identify the achievement in reading and mathematical skill of the students in the whole educational process. The present investigation is a fruitful one for the learning community for the betterment of educational process in their entire life. Metacognitive strategies play a vital role for the student’s academic achievement in reading and mathematical calculations.  Learning disabilities refers to significant learning problems in an academic area. It describes a group of disorders characterized by inadequate development of specific academic, language (Reading  , writing) and  mathematics. Students  who are not able to read and write and comprehend mathematics can be called learning disabled children. Metacogntion refers to higher order thinking which involves active control over the cognitive processes engaged in learning. It evolves three stages namely planning, monitoring and evaluation. So as to  make the students have got higher order thinking for overcoming disabilities

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

El término metacognición fue concebido para indicar el proceso de “pensar en pensar”. Si bien el concepto ha sido elaborado y refinado, la definición principal se ha mantenido intacta. Hoy en día se considera que la metacognición cuenta con dos componentes principales: “el conocimiento de la cognición” —el conocimiento declarativo, de procedimiento y condicional—, y la más importante “regulación de la cognición”, en tanto implica planeación, monitoreo, control y reflexión. Parece que las habilidades metacognitivas básicas empiezan a desarrollarse en niños desde una etapa temprana de su aprendizaje, pero se vuelven más sofisticadas con la edad y el desarrollo intelectual.
Aun cuando no es claro hasta qué punto puede transferirse la capacidad metacognitiva de un campo de conocimiento a otro, existe una relación sólida entre la metacognición y los resultados escolares —lo cual conlleva implicaciones para docentes, investigadores y autoridades educativas.

Este libro está basado en decenas de estudios, todos con el afán de comprender cómo la educación puede fomentar las habilidades adecuadas para las sociedades innovadoras.
Se enfoca en la educación matemática, una materia destacada a nivel mundial, pero que aún se le considera un obstáculo para el aprendizaje entre muchos estudiantes. Y si bien existe un consenso casi absoluto de que los problemas matemáticos adecuados para el siglo XXI deben ser complejos, desconocidos y no rutinarios (CUN, por sus siglas en inglés), la mayoría de libros de texto sólo incluyen problemas rutinarios basados en la aplicación de algoritmos prefabricados. El reto se podrá hacer mayor conforme el desarrollo de la habilidad matemática llegue a ser un objetivo clave en los currículos escolares. Es indudable la necesidad de introducir métodos didácticos innovadores para mejorar la educación matemática, y en particular la habilidad de los estudiantes para resolver tareas complejas y no rutinarias. Éstas requieren de la aplicación de procesos metacognitivos, tales como la planeación, el control y la reflexión.
Será fundamental capacitar a los estudiantes a “pensar en su pensamiento” durante el proceso
de aprendizaje.

A Meta-Philosophy exploration of immanent and non-immanent  features of  first-order philosophy in terms of the values of non- values or negative values of Radical Scepticism, Nihilism and Minarchy, executed to show how philosophizing is done.

It misleadingly seems as if there is no progress in philosophy as, like in visual art, literature and music, each original thinker re-invents the entire discipline, its aims, purposes, values, methods,
etc
The nature of philosophical tools, methods, techniques and skills will be investigated and applied in terms of radical scepticism.

This approach, set of values and attitude restrict the nature and the style of the meta-philosophizing. It will for example prevent the traditional development of a general, all-encompassing and all-inclusive metaphysical system. It also demands the focus on context-specific investigation of questions and the dealing of a particular problem in a certain context.

These limits require the re-interpretation of any philosophical tool
being employed as well as the underlying assumptions and any pre-suppositions.

As far as possible philosophizing as an aspect of the processes of theorizing will be adhered to and realized. In chapter THREE I illustrate many-leveled and multi-dimensional thinking, that are to me as a visual artist as well, of extreme importance. These are the types of things employed by radical skepticism and that should be the form of philosophizing instead of and replacing traditional one-leveled and one-dimensional thinking, argumentation and reasoning

Este trabajo constituye un estudio sobre el empleo de los foros virtuales en el ámbito de la Educación Secundaria, analizando la contribución de estos a los procesos cognitivos y metacognitivos que surgen en el ámbito educativo. La introducción de las TIC en el proceso educativo ha supuesto una revolución a través del uso de nuevas herramientas que contribuyen a la activación del alumno, que se ha convertido en el centro de su propio aprendizaje, constructor del conocimiento que interioriza.
En la interacción que se genera, espontánea o requerida, en el marco de los foros virtuales, el alumno tiene la oportunidad de reflexionar sobre los contenidos y sobre su propia capacidad de aprendizaje, analizando la forma en que adquiere conocimientos, es decir, conociendo cómo se aprende.
Palabras clave: foros virtuales, metodologías activas, cognición, metacognición, TIC.
 

This study examined the mediating role of metacognitive
experiences in the relationship between metacognitive knowledge
and mathematical problem solving performance. The mediating
effect of metacognitive experiences in the hypothesized model was
tested through the latent variable structural equation modeling
statistical analysis technique. The proposed structural model of
problem solving was tested with the data obtained by using
convenience sampling method from 406 eight-grade students. The
results indicated that students’ task related metacognitive
experiences have a significant mediating effect on the relationship
between metacognitive knowledge and problem solving
performances. The results are important for two reasons. Firstly, it
addresses the assessment of metacognition by presenting the
important role of metacognitive experiences in governing the
relationship between metacognitive knowledge and actual
performance. Secondly, the model analysis was conducted just
over a single math problem. The use of metacognitive experiences
as an online single-problem-oriented self-report metacognitive
assessment tool might pave the way for easy assessment of
student’s metacognitive functioning

This study examines the effect of metacognitive strategy training on matriculation ESL students" metacognitive awareness and their listening competency. 31 ESL matriculation students took part in this study. Strategy training which was focused on planning and evaluation, directed attention, person knowledge, mental translation and problem solving components and was conducted for 9 weeks. Then, students went through another 4 weeks of online listening practices without any guidance. Metacognitive Awareness Listening Questionnaire (MALQ) was utilised to identify the changes in students" metacognitive awareness. MALQ was given three times which were first before (Pre) and second (Post) after the strategy training. While the third (Post 2) time was given immediately after online listening practices to reexamine participants" metacognitive awareness. A comparison of before and after MALQ results revealed that planning-evaluation and directed-attention components had statistical significant difference in the Paired Sample t-test. However, mean scores for planning-evaluation and directed-attention, problem solving components have increased. Meanwhile, comparison between MALQ results after the training and online listening practices showed that only directed-attention component had statistical significant difference. Thus, metacognitive strategy training has some positive effects on learners" metacognitive awareness.

My research project is about the use of Educreation application in order to enhance students' learning of common core state standards. Based on nine common core state standards, I created assessments as well as an instructional video for students to enhance their skills on these specific standards. The materials used for assessments were derived from special collections resources at Morris Library and they were given to pre-service teachers in order to distribute them in their classrooms and evaluate their students’ performance on these standards, in this case standards 2, 4, 1 and 5. The assessments were evaluated and based on the results, strategies were suggested to teachers in order to strengthen students’ process of acquiring these skills.  In this respect, the “Educreation” application was used as an instructional and illustrative tool to better assist learners in classrooms in order to understand how to perform on each standard.

Since, common core state standards are highly stressed in schools in the U.S., the use of primary and secondary sources are absolutely beneficial to help students practice these skills. Providing these sources in the form of assessments can be an approach to help students to practice their understanding of these skills.

¿Acaso la metacognición puede enseñarse? Si es así, ¿cuáles son las condiciones que pueden facilitar la aplicación metacognitiva dentro de la clase? Aunque la investigación demuestra que la metacognición puede enseñarse con éxito, la orientación implícita no es suficiente. El aprendizaje cooperativo podría ayudar a fomentar la metacognición al ofrecer a los estudiantes varias oportunidades para expresar su pensamiento e involucrarse en el razonamiento mutuo; pero aun así, se les tiene que enseñar cómo aplicar estos procesos y practicarlos de manera intensiva. Una adecuada orientación metacognitiva tendría que ser explícita, incorporarse en la materia, implicar una capacitación prolongada e informar a los estudiantes acerca de sus beneficios. Se han desarrollado varias metodologías para enseñar los procesos metacognitivos, y todas ellas emplean las interacciones sociales y el cuestionamiento autodirigido para promover que los estudiantes sean
conscientes de sus procesos metacognitivos y apliquen tales procesos en su aprendizaje.

Critical thinking as a topic lurks fascinatingly behind and about higher education and professional development. The scope of research done on critical thinking revolves mainly around how to promote and sharpen student’s critical thinking skills as they are considered to be at the heart of successful academic assertiveness. However, there is another component, namely developmental epistemology, which is central to developing and fostering critical thinking skills and which should be taken into account in pedagogical implications and applications. Epistemological development has been the subject of a number of studies over the last half century that indicate that there is a developmental sequence in learner’s epistemological beliefs and that this influences the manner in which the learners function; significantly affecting their capacity for critical thinking. In particular, this paper looks briefly at the relationship between critical thinking and epistemological development as a process as well as beliefs of the individual learner, both standing for learner’s conceptions of knowledge which impact to a great extent the acquisition of critical thinking skills and the process of critical thinking as a whole.
Keywords: Critical Thinking, epistemology, beliefs, knowledge

Valerjev, P., & Dujmović, M. (2020). The impact of the length and solvability of anagrams on performance and metacognitive judgments. In A. Tokić (Ed.), 21st Psychology Days In Zadar Book of Selected Proceedings (pp. 2017-230). University of Zadar, Department of Psychology. 
Anagrams are commonly used in the field of problem solving since they provide a number of possible experimental manipulations such as length, difficulty, and solvability. Recent trends in cognitive psychology emphasize the importance of metacognitive processes which accompany human reasoning, decision making and problem solving. In this study, our goal was to measure performance and metacognitive judgments while manipulating the length and solvability of anagrams. Participants were in general faster for shorter and for solvable anagrams. Additionally, the difference between shorter and longer anagrams was significantly larger for solvable compared to unsolvable anagrams. The only significant effect on accuracy was the length with a higher accuracy for shorter anagrams. For judgments of solvability length was again the only significant factor with shorter anagrams initially judged as more solvable. Finally, the analysis of post-trial judgments of difficulty showed both effects were significant. Solvable and shorter anagrams were judged as easier in general. However, the difference in judgments of the difficulty between shorter and longer anagrams was significant only for solvable anagrams. In total, participants seem to rely on extremely salient cues (length) when making initial metacognitive judgments while post-trial judgments are impacted by more factors. Further experiments should provide a more in-depth study of the differences depending on solvability and accuracy (e.g. differences in metacognitive judgments between correctly solved solvable anagrams and correctly recognized unsolvable anagrams).

En la carrera Diseño Industrial, este trabajo se propone explorar dentro del territorio conceptual de la Didáctica del nivel Superior, la Didáctica de lo proyectual y el rol de la Evaluación en la promoción del pensamiento creativo.
Palabras clave:
Evaluaciones que favorecen la creatividad - pedagogía. Procesos de construcción del pensamiento - metacognición. Carrera de Diseño Industrial - creatividad.

Este capítulo revisa las cinco principales pedagogías metacognitivas utilizadas en la educación matemática, sus beneficios y sus desventajas. Los modelos son: Polya, Schoenfeld, IMPROVE, Verschaffel y Singapur. Aun cuando todos utilizan algún tipo de cuestionamiento autodirigido, difieren en sus detalles, alcance y rango de edad para su aplicación. Los modelos de Polya y Schoenfeld están diseñados para utilizarse con estudiantes universitarios y en tareas CUN individuales, mientras IMPROVE, y los modelos Verschaffel y Singapur pueden emplearse con estudiantes más jóvenes, ya sea para un conjunto de
problemas o para todo el currículo. IMPROVE también ha sido modificado para utilizarse en otros dominios, y para el desarrollo profesional de los docentes con o sin tecnologías avanzadas. Al comparar los modelos se pueden apreciar las ventajas y los retos asociados con cada uno de ellos.

ALTINDAĞ, Mustafa. Metacognitive Skills of Students’ at Faculty of Education of Hacettepe University, Master Thesis, Ankara. 2008.

The purpose of this study was to determine the level of metacognitive skills gained by the college undergraduates of 1st and 4th grades of Division of Initial Primary Teacher Education (DIPTE) and Department of Science and Mathematics for Secondary Education (DSMSE). Descriptive research method was used in this study.
In this study, the metacognitive skills were measured by The Metacognitive Skills Scale which was developed by the researcher. In the pilot study 55-itemscale was applied to 239 college undergraduates. After the factor analysis it has been found that the scale was unidimensional and explained 35,74% of the total variance by 30 items. In the pilot study Cronbach’s Alpha Coefficient of Reliability was .94.
The main study was carried out with 413 college undergraduates from 1st and 4th grades of DIPTE and DSMSE. By using the data collected from 413 college undergraduates Cronbach’s Alpha Coefficient of Reliability was .92.
The research findings can be summarized as follows.
1. The level of metacognitive skills gained by the 1st and 4th grades of DIPTE and DSMSE has been found medium. The 4th grade level was expected to be high but the result was not high.
2. There have been significant differences in favour of the 4th grades among the metacognition scores of 1st and 4th grades of DIPTE and DSMSE.
3. There has been no significant difference between the metacognition scores of 1st grades of DIPTE and DSMSE.
4. There have been significant differences in favour of the 4th grades of DIPTE
among the metacognition scores of 4th grades of DIPTE and DSMSE.
5. There have been significant differences in favour of the girls among the metacognition scores of girls and boys of DIPTE and DSMSE.
6. In the 1st and 4th grades of DIPTE and DSMSE, there have been significant relations between metacognition scores and academic achievement.
7. In the 1st and 4th grades of DIPTE and DSMSE, no significant difference has been found between the correlations of metacognition scores and academic achievement.
Key Words; Metacognition, Metacognitive Knowledge, Metacognitive Experience, Learning Strategies.

Paper-and-pencil learning and testing are gradually shifting to computerized environments. Cognitive and metacognitive researchers find screen inferiority compared to paper in effort regulation, test performance, and extent of overconfidence, in some cases, with unknown differentiating factors. Notably, these studies used reading comprehension tasks involving lengthy texts, which confound technology-related and cognitive factors. We hypothesized that the medium provides a contextual cue which leads to shallower processing on screen regardless of text length, particularly when task characteristics hint that shallow processing is legitimate. To test this hypothesis, we used briefly phrased yet challenging problems for solving on screen or on paper. In Experiment 1, the time frame for solving the problems was manipulated. As with lengthy texts, only time pressure resulted in screen inferiority. In Experiment 2, under a loose time frame, the same problems were now framed as a preliminary task performed before a main problem-solving task. Only the initial task, with reduced perceived importance, revealed screen inferiority similarly to time pressure. In Experiment 3, we replicated Experiment 1’s time frame manipulation, using a problem solving task which involved reading only three isolated words. Screen inferiority in overconfidence was found again only under time pressure. The results suggest that metacognitive processes are sensitive to contextual cues that hint at the expected depth of processing, regardless of the reading burden involved.

Özet Bu araştırmada ilköğretim 6, 7. Ve 8. Sınıf öğrencilerinin bilişüstü farkındalıkları düzeyleri çeşitli değişkenler açısından incelenmiştir. Araştırmanın örneklemini, Aydın ilinde okuyan çeşitli sosyoekonomik düzeydeki 7 okulun öğrencileri oluşturmaktadır. Araştırmada veri toplamak amacıyla " Bilişüstü Farkındalık Envanteri " kullanılmış ve elde edilen veriler cinsiyet, sınıf düzeyi, okul türü ve başarı değişkenlerine göre incelenmektedir. Abstract In this research it has been investigated metacognition awareneess of 6, 7, 8 grade primary students with using various variables. Sample of this research is the students of 7 schools in Aydın provinence. For collecting data, " Metacognition Awaraness Inventory " has been used and datas investigated through gender, class level, school genre and success variables. GİRİŞ Bilişüstü, öğrenenin kendi öğrenme özelliklerinin farkında olmasıdır. Yani kendi öğrenme sürecinin ve bu sürecin nasıl işlediğinin farkında olmasıdır. Genel anlamda bilişüstü, bireyin kendi biliş yapısı ve öğrenme özelliklerinin farkında olmasıdır. Kişinin kendisi hakkındaki farkındalığını ifade eden bilişüstü kavramının; düşünme hakkında düşünmeyi, kişinin neyi bilip neyi bilmediğini bilmesini ve kişinin düşüncesinin değişik yönlerinin farkındalığını ifade ettiği söylenebilir (Namlu, 2004).Schraw ve Dennison (1994), bilişüstünü kişinin düşünme, anlama ve kendi öğrenmesini kontrol etme yeteneği olarak tanımlar (Schraw ve Dennison, 1994). Flavell 1976 yılındaki makalesinde bilişüstünün, hem izleme hem de düzenleme unsurlarından meydana geldiğini belirtmiştir. Bilişüstü terimi ilk kez bu yazıda resmi olarak yer almıştır: " Bilişüstü bireyin, bilişsel işlemleri ve çıktıları veya onlarla ilgili herhangi bir şey hakkındaki bilgisidir. Örneğin eğer A işlemini öğrenmenin B işlemini öğrenmekten daha fazla zor olduğunun farkındaysam; eğer C'nin doğru olduğunu kabul etmeden önce onu tekrar kontrol etmek zorunda olduğumu hissediyorsam (…) Eğer unutabilme ihtimalim olduğu için D'ye daha iyi çalışmam gerektiğini hissediyorsam; eğer E'nin doğru olup olmadığını anlamak için birisine sormayı düşünüyorsam bilişüstüyle meşgul oluyorum demektir. Bilişüstü aynı zamanda somut amaçlara hizmet eden bilişsel objelerle ilişkili olarak, aktif izlemeyi ve sürekli düzenlemeyi ve bu süreçlerin tutarlı biçimde organizasyonunu ifade eder " (Akın, 2006).

This study investigates the relationship between metacognitive language learning strategies (MLLS) and gender and achievement of EFL students. Metacognitive language learning strategies are crucial for students of English as a foreign language to learn effectively. The theoretical issues discuss metacognitive language learning strategies in particular, and language learning strategies (LLS) in general. The practical research took place at the English language department at Farhat Abbes University, Sétif, Algeria, with third year students learning English as a foreign language. The study hypothesized that there is a positive correlation between metacognitive language learning strategies use and achievement. Two main parts following a qualitative design constitute the body of the present research. The first part uses the Metacognitive Language Learning Strategies Questionnaire (MLLSQ) to account for differences in the reported frequency of metacognitive strategies use across all the students, and across gender differences. The second part uses interviews to account for the use of these strategies at the individual level, in their relation to the students’ gender and achievement in language learning. The results of the first part revealed a significant use of metacognitive strategies among all the students and significant differences between male students and female students in the frequency of use of these strategies. Moreover, the results of the second part reflected more significant differences in the use of Metacognitive strategies at the level of gender and learning achievement. The study concludes by bringing together key findings and some suggestions for further research.

Las emociones y la cognición están ligadas en el cerebro de manera indisoluble. Las habilidades son esenciales para el proceso de aprendizaje, además la evidencia ha mostrado que las intervenciones metacognitivas diseñadas para mejorar el desempeño cognitivo pueden tener un impacto benéfico en factores afectivos como la motivación o la ansiedad. De igual manera, las metodologías metacognitivas pueden adaptarse para fomentar las habilidades socio-emocionales entre estudiantes de nivel preescolar, primaria, secundaria, e incluso en adultos. Combinar los dos métodos provoca un impacto más importante
en el desempeño socio-emocional y cognitivo que cualquiera de los métodos por sí solo. Las intervenciones enfocadas en la motivación o en las habilidades cognitiva-metacognitivas son más efectivas que la enseñanza tradicional, pero no tanto como concentrarse de manera conjunta en la motivación y en la metacognición.

The study reported in this paper compared the effects of two approaches of blended learning on students’ learning outcomes in courses on intellectual property rights and patents. One group of students followed three weeks of online graduate courses and underwent peer assessment. In a second group of students, the online work and peer assessment were combined with active face-to-face experience-based learning. Pre and post-tests were used to measure the students’ knowledge about intellectual property rights and patents. In addition, a questionnaire was used to gather data on the students’ opinions regarding course arrangement and implementation, digital learning, the learning environment, and their knowledge, understanding, and implementation of intellectual property rights and patents. The data were quantitatively analyzed to determine whether the two blended learning approaches differed in terms of the effects measured. The findings show that the students approved of the online courses and also the face-to-face learning. These findings may reflect approval of the decrease in costs and time. The implication is that active face-to-face experience-based learning should supplement online courses with peer assessment, as this combination led to more successful learning outcomes among students taking courses on intellectual property rights and patents.

The purpose of this study is to “investigate the metacognitive strategies used by gifted and talented students in writing process according to some variables”. The model of the research is Convergent Parallel Mixed Method; and the study group includes gifted and talented students that are registered under the Science and Arts Centers (BILSEM/SAC) that are subsidiaries of Izmir Provincial Directorate of National Education and a group of unidentified secondary school students. The study group consists of 156 (41,9%) female, and 216 (58,1%) male students. In order to collect the quantitative data, the Metacognitive Writing Strategies Awareness Scale (MWSAS) developed by Aydin, Innali and Uyumaz (2017); and in order to collect the qualitative data, a semi-structured interview form have been utilized in the research. The analysis of the collected quantitative data has been carried out via a packaged software; and the qualitative data have been analyzed by categorizing the responses of the participants in the interview form. According to the results obtained, the metacognitive strategy awareness used by gifted and talented students in writing process shows a statistically significant difference compared to the unidentified students. But the metacognitive strategy awareness used by gifted and talented students in writing process doesn’t show a statistically significant difference according to gender and grade level. High metacognitive strategy awareness of gifted and talented students towards writing obtained from the quantitative data of the research has been backed up by qualitative data.

The technological based economies need well-qualified and well-rounded human capital to increase strategically and systematically innovation: hence, the best universities are playing important and crucial roles in choosing right talents. However, after the graduation from the undergraduate and post-graduate studies, the new highly simulative job ecosystems should be needed foster innovation based economies. In that way, the technology parks, particularly those, which are close to the universities, have become very critical to attract talents and to sustain consistent development. Consequently, the policies and the strategies of higher education administration have become very important to attract new talents as brain gain or to lose talent as brain drain. In this study, how the policies and the strategies of higher education administration at different technology parks can affect on attracting or losing the talents is analyzed as a research question.
Therefore, the universities administration policies, strategies, and even roles at the technology parks as provocative environments are critically questioned on increasing innovation-based economies. Using a mixed-qualitative-method, this study aims at understanding how some technology parks are attracting talents, while some others are loosing due to the differences of the higher education policies, strategies, and roles. By analyzing critically the background of the three universities technology parks in Turkey comparing in the US, it is hoped to understand: (1) the existence situation of the higher education administration through the technology parks in order to gain the talent or vice versa, including individual earnings, (2) perceptions of key stakeholders (n=24) (e.g. higher education administration, technology parks executives, researchers, and graduate and undergraduate students). The best universities, seen even in the ranking list, have specific technology parks in which they attract attraction talents since they have well-developed ecosystems for innovation oriented research ecosystems. However, those which do not have well-organized relationship with the technology parks, particularly in incubation, they lose their talents. In this case, the income is not even among the first five reasons. The talents prefer to mobilize and circulate in those universities where the higher education policies, strategies, and roles are well structured with rich values, such
as entrepreneurship, visibility, accessibility, and affordability. The studies show that the background of the two universities technology parks in Turkey comparing in the US has the same
structure due to the fact that they have tried to use the same higher education management systems, particularly in accountability and transparency of the talents. On the other hand, one of them does not have any accountability and transparency criteria to follow up the talents’ performances. The perceptions of key stakeholders as higher education administration depend on
the values in the organizations. Those who have strategic models, planning, short-term and long-term policies have played better and proactive roles at the universities in choosing the right
talents and encouraging them in their careers, especially with the help of technology parks executives. So, the best talented researchers, graduate and undergraduate students choose the
right technology parks where they improve their capacities while building innovation capacity.

W pracy zaprezentowano metapoznawczy model świadomości w kontekście przetwarzania bodźców afektywnych. Model wyjaśnia problem regulacji świadomych zachowań w odniesieniu do przetwarzania bodźców afektywnych oraz aktywności neuronalnej ludzkiego mózgu. Zgodnie z podstawowym założeniem metapoznawczych modeli świadomości wymaga się występowania reprezentacji pierwszego rzedu oraz metareprezentacji, dzięki którym podmiot zdaje sobie sprawę, że jest świadomy tych reprezentacji. W myśl modelu metapoznawczego interakcja świadomości i emocji może zachodzić przy założeniu przepływu informacji między reprezentacją sensomotoryczną emocji a meta-poziomem. Dlatego metapoznawanie można odnieść do wiedzy lub funkcji wykonawczych, które monitorują lub kontrolują emocje. Przedstawiono dowody na wykonalność modelu w oparciu o badania wpływu metawiedzy na reprezentację sensomotoryczną w serii eksperymentów behawioralnych z wykorzystaniem subiektywnych skal świadomości i metod neuroobrazowania mózgu. Zaproponowany metapoznawczy model świadomości może znaleźć swoje zastosowanie w badaniach neuronaukowych mózgu do wydzielenia obszarów świadomej percepcji w postrzeganiu bodźców afektywnych, jak również w obszarze psychologii klinicznej w rozumieniu poznawczych przyczyn powstawania zaburzeń psychicznych.

Problem Statement: The resiliency is seen as one of the most imports skills in 21st century since the meaning of resiliency is solving problems, being aware of strengths and assets, while managing emotions.
Research Questions: For that reason, how improving the resiliency skills of the youth by empowering Emotional Intelligence (EI) is investigated by making the comparative study at different Turkish universities.
Purpose of the Study: In this research, the effects of developing EI, particularly the leadership and empathy as interpersonal and intrapersonal skills, on improving resiliency were seriously examined. Since the skills of resilience were solving problems, being aware of strengths and assets while managing emotions, empowering the youth’s EI was directly affecting their achievements habits. Research Methods: In the research, a phenomenological analysis was preferred by collecting the data of the perceptions of the young researchers (43), who were involved in innovation-based activities. After collecting the data according to the concepts of EI, the skills in resiliency were analyzed in NVivo 10. The results were also studied in terms of gender differences and STEM fields. Findings: The results showed the women were more successful in developing the skills of resiliency than those of men since they were much better in empowering EI, particularly in their leadership skills and empathy. Since most of the innovation and research-based activities were directly related to need analyzes of the problems, the EI skills helped the participants in the skills of resiliency. Conclusions: In conclusion, EI played important and crucial roles in developing the skills of resiliency, particularly in controlling emotions and solving any kind of problems. Additionally, while the participants’ interpersonal and intrapersonal intelligence levels had significantly increased, one of the resiliency skills, being aware of strengths and assets, had improved as well. So, the achievement habits of the participants had empowered.

Problem Statement: Today’s ever-changing educational environment has created a need for new leadership styles
that encourage positive change and improvement. In Turkish universities, the most commonly used leadership models are the classic and/or traditional ones, which lead to stagnation in innovation and entrepreneurship. Only a limited number of universities are actively engaged in innovative research activities and achieve success in terms of entrepreneurship and cooperative work with industry. Abroad effort is needed to improve cooperation and encourage leadership development.
Purpose of Study: This paper attempts to show and critically analyze the role of leadership models of university management in creating a learning environment for innovation and entrepreneurship.
Methods: Semi-structured interviews were conducted with 42 different faculty members and 12 graduate students over a period of three months at three different universities in
Istanbul. Interviews were centered on 6 core research questions. Interpretative Phenomenological Analysis (IPA) was used to analyze the interview outcomes. The data were analyzed using the Atlas.ti 7 software kit.
Findings and Results: A large percent age of the participants,
78%, mentioned that participatory democracy is an important new leadership model that can empower innovation and entrepreneurship. Most respondents, 80%, also identified the important role of intensive collaboration with industry managers. In the transformation of the university, a significant percentage of the participants, 69%, agreed that
experts should be frequently consulted and their views taken into consideration. Slightly more than half of the participants, 54%, said that their university could do more to encourage innovation and innovative ideas from students and faculty members; out of the respondents who expressed this idea, the majority, 86 %, said that new leadership and
management styles would be critical in promoting this change.
Conclusions and Recommendations: As the current study shows, universities that apply new leadership styles create an
environment more conducive to fostering entrepreneurship and innovation. Consistent with previous research, the leadership model of university management plays a vital role
in universities’ readiness to accept innovative and entrepreneurial changes. Universities should adopt new leadership styles instead of using conservative and traditional leadership models that discourage innovation
and entrepreneurship. Generally speaking, democratic leadership models are more effective at fostering open innovation. In the new management framework, leaders can create new environments and spaces, such as technology transfer offices, to collaborate with industry.

Late studies demonstrate that translators basically should know about and draw in compelling translation techniques to have the capacity to decipher unequivocally the data from content and meaning. Through the scholastic connection, translation includes endless exercises, for example, understanding and recollecting thoughts, distinguishing and specifically taking care of important data, checking understanding and concentrating on, processing data as exact as basically surveying a content. Key learning, metacognition, and checking of the understanding procedures is a critical angle in talented translation. Metacognitive translation preparing technique mindfulness assumes a critical part in translation understanding and instructive procedure. The other way around its essentialness, metacognitive procedure has been the slighted ability in translator preparing. A standout amongst the most referred to reasons is that these students are not utilizing their own particular psychological procedure or metacognition totally to handle their translation possibilities. This article yearning is to portray the metacognitive translation techniques utilized by a gathering of BA translation students while deciphering scholarly messages at a private college. The present study is an endeavor to recognize whether "meta-intellectual translation system mindfulness" enhances BA translation students' comprehension of setting. A quantitative examination configuration is utilized to gather information from a gathering of members. The discoveries showed that the members know about their procedure of creating significance from the content. They can make utilization of a wide determination of these translation techniques to accomplish understanding. Discoveries in view of the audit of the writing similarly with examination of the information are of extraordinary hugeness and can be good to enhance BA translation students' metacognitive connection understanding expertise.

This paper highlights two of the ways in which an abundance of frequent and high-quality information can nonetheless lead an economic agent to failure. I begin with the problem of frequent information, continue with the problem of abundant high-quality information, and end with a general reflection about the lesson these two problems may offer for economic geographical scholarship.

The study aimed at determining the effects of aspects of self-regulated learning (SRL) such as metacognition and motivation on reading comprehension. A nationwide, representative sample (N = 6,403) of 15-year-old Greek adolescents was drawn from the PISA 2018 database. The participants' data on metacognitive knowledge of reading strategies, reading task-specific metacognitive experiences, intrinsic motivation, and reading comprehension were selected for subsequent analyses. Multiple-group confirmatory factor analyses were conducted to test gender differences in metacognitive functioning via measurement invariance. Structural equation modeling was also utilized to assess predictive and mediating effects between motivation, metacognition and reading comprehension achievement. Results indicated gender-related individual differences in metacognitive functioning. Further, structural equation modeling showed that metacognitive experiences, metacognitive knowledge and intrinsic task motivation predicted reading comprehension achievement; however, metacognition mediated the association of intrinsic motivation with reading comprehension achievement. Potential cognitive and educational implications are briefly discussed.

Estrategias de aprendizaje y eLearning. Un apunte para la fundamentación del diseño educativo en los entornos virtuales de aprendizaje. Resumen En este artículo se abordan conceptos y realidades de vigencia como son las estrategias y estilos de aprendizaje, así como el concepto de metacognición. Además se plantea desde el punto de vista de si pueden servir para fundamentar el diseño educativo en actividades de eLearning y en entornos virtuales de aprendizaje (EVA). Se pone de relieve el papel de la metacognición en el eLearning sobre todo pensando en la selección, secuenciación y organización de los contenidos atendiendo a las características y situaciones de aprendizaje específicas de los alumnos. El carácter autodidáctico y favorecedor del aprendizaje autónomo que poseen estos entornos parece requerir, más que ningún otro, de un buen conocimiento de los propios recursos para aprender. Pero, ¿es posible, o fácil, inducir elementos que incrementen esta ineludible e intransferible función del aprendiz situado en estos entornos? ¿Cómo o con qué herramientas cognitivas o de regulación del propio conocimiento? ¿Bajo qué criterios o condiciones se podrían incorporar en las actividades de Elearning elementos de control de la actividad cognitiva de los sujetos? ¿Las guías didácticas y particularmente las especificaciones del learning design pueden cumplir esas funciones? ¿Bajo qué criterios o condiciones? Estas son las preguntas que nos planteamos. En cuanto a los estilos de aprendizaje, se plantea: Si, con la información que disponemos acerca de ellos, seríamos capaces de definir los rasgos de un estilo de aprendizaje apropiado para los EVA, o más bien si es necesario tenerlos en cuenta en el diseño instruccional. ¿Existe pues la suficiente cultura en la dirección de observar y conocer los estilos de aprender de los alumnos para orientar la enseñanza en la dirección de mejorar las condiciones de aprendizaje de los EVA o hacerlos al menos posible? ¿Cuáles pueden ser ingredientes esenciales de los entornos de aprendizaje, y del diseño instruccional, para llevar a cabo esa función? Palabras clave: Metacognición, estilos de aprendizaje, estrategias de aprendizaje, eLearning, entornos virtuales de aprendizaje, diseño educativo, objetos de aprendizaje, SCORM. Abstract This article deals with concepts and topics of present relevance: learning styles and strategies, metacognition, and their role in the foundation of the learning design of e-learning activities and virtual learning environments. (VLE).