The Influence of Meta-cognitive Strategic Teaching on Sixth Graders’ Meta-cognitive Ability and Problem-solving Performance

• Main Authors: Meng-fen Tsai, 蔡孟芬
• Other Authors: none
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/93818722903665225084

碩士 === 國立屏東教育大學 === 數理教育研究所 === 97 === This study aims to investigate the influence of meta-cognitive strategic teaching on sixth graders’ meta-cognitive ability and problem-solving performance. After reviewing some meta-cognitive research papers, Montague’s strategy “self-instruct �� self-question �� self-monitor” was selected. Then, five weeks’ meta-cognitive teaching was conducted with five stages teaching activities in each week. A quasi-experiment design was conducted in this study. The subjects were sixth graders from two classes in an elementary school in Pingtung City. In the experimental group, 32 subjects were taught by the use of meta-cognitive strategies, while in the control group, 31 subjects were taught by the use of general problem-solving strategies. Data were collected through video-recording, pre-test and post-test, worksheet, and interviewing. The instruments of the pre-test and post-test learning effect were “Mathematics Problem-solving Test” and “Meta-cognitive Test.”The collected data were mainly analyzed quantitatively, with partial qualitative analysis. The findings are as follow: (1) With “Direct Teaching”, “Reciprocal Teaching”, and “Comparison of Difference” activities, students’ meta-cognitive abilities could be enhanced. (2) ANCOVA shows that in experimental group, the meta-cognitive grades are higher than those in control group significantly. (3) In experimental group, the “Routine problems” and “Non-routine problems” solving abilities are better than those in control group significantly.