Metacognitive factors in scientific problem-solving strategies

The aim of this study on 42 seventh graders (ages 12–13) was to determine whether and to what extent students’ metacognitive level is linked to their conceptualization and performance in problem solving at school, especially science problems. This hypothesis is supported by a number of studies showing that metacognition is a factor in learning. Two indexes were devised for the study: an index of metaknowledge about classroom learning, and an index of metacognitive monitoring in relation to task difficulty on a non-academic problem. These two indexes were related to the students’ intelligence test scores and solving strategies on electricity problems. The results showed that (1) the metaknowledge level was more closely tied to crystallized intelligence (Gc), and (2) metacognitive monitoring was more closely associated with fluid intelligence (Gf). Moreover, both metacognitive indexes were strongly linked to scientific problem-solving strategies (correlations around .50).     

浅谈高中数学的解题策略

高中数学对学生的要求相对比较高,因为其对解题的能力要求很高,要求学生对于解题的技巧性有一种熟悉度,但是如何才能够在教学的过程中让学生形成一种解题策略呢?文章从数学观察力对高中数学解题策略进行剖析。     

文化对市场营销和广告策划的影响

经济全球化使越来越多的国内企业面临着市场转移。在商品市场发生重大变化过程中。对化的认识和理解起着重要的作用。本从市场营销和广告策划两个方面讨论化因素对二所产生的影响,指出化与市场营销和广告策划是相互制约的互动关系。化影响看市场营销的方式和广告的策划,而市场营销和广告策划在推销商品的同时,也在无意中扮演着化使的角色。     

Pre-service and in-service teachers' metacognitive knowledge about problem-solving strategies

The present study based on Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 methodology with the aim to examine primary school teachers' metacognitive knowledge about problem-solving strategies. A sample of 338 in-service (172) and pre-service (166) teachers participated in the study. They were asked to give on a five-point scale frequency, efficacy, and facility estimates for the application of five problem-solving strategies in 3 kinds of problems (interpersonal, practical, and study problems). The results are in accordance with Antonietti, A., Ignazi, S., & Perego, P. (2000). Metacognitive knowledge about problem-solving methods. British Journal of Educational Psychology, 70, 1–16 evidence. They, also, stressed the possible role of age along with work experience in the formation of beliefs about strategic behavior.     

Motivational strategies to enhance effective learning in teaching struggling students

The challenges presented by students who struggle to connect with curriculum learning in school constitute an issue that confronts education systems worldwide. This article reviews ways in which such students can be encouraged to engage more positively in their own learning, a process that benefits both the child and the whole school community. In this article a range of strategies to do this is proposed, based on a set of theoretical considerations.     

高职英语专业学生学习动机调控研究

本文对高职英语专业学生学习动机调控策略的使用情况进行了实证性研究,利用探索性因子分析得出8种学习动机调控策略,分别为：掌握目标唤起、兴趣提升、后果设想、自我激励、竞争压力、意志控制、环境调控和表现目标唤起。研究表明：高职英语专业学生在学习中经常使用动机调控策略,在具有中国大学生使用动机调控策略的共性之外,也具有一定的独特性。教师应该针对高职学生的特点帮助他们学会调控学习动机。     

Motivational and cognitive test-taking strategies and their influence on test performance in mathematics

A structural equation model of relationships among testing-related motivation variables (test value, effort, self-efficacy, and test anxiety), test-taking strategies (test tactics and metacognitive strategies), gender, and math test performance were examined with a sample of 10th graders (N = 438; 182 males and 256 females). In general, motivation variables influenced the use of test-taking strategies and demonstrated stronger impacts on math performance than did test-taking strategies. Gender differences were found in self-efficacy and test anxiety. With a few surprising but culturally relevant results that warrant further investigation, the current study extended previous works on antecedents of academic achievement to testing situations within the self-regulated learning theory.     

Gauging the gaps in student problem-solving skills: assessment of individual and group use of problem-solving strategies using online discussions

For the past 3 yr, faculty at the University of New Mexico, Department of Biochemistry and Molecular Biology have been using interactive online Problem-Based Learning (PBL) case discussions in our large-enrollment classes. We have developed an illustrative tracking method to monitor student use of problem-solving strategies to provide targeted help to groups and to individual students. This method of assessing performance has a high interrater reliability, and senior students, with training, can serve as reliable graders. We have been able to measure improvements in many students' problem-solving strategies, but, not unexpectedly, there is a population of students who consistently apply the same failing strategy when there is no faculty intervention. This new methodology provides an effective tool to direct faculty to constructively intercede in this area of student development.     

Learning and transfer in subject-matter learning: A problem-solving model

This paper points out that the growth of the cognitive movement, with its emphasis upon perception and memory, has been accompanied by a decrease in the study of learning, retention, and transfer as found in the traditional associationistic framework. Moreover, some critics have argued that the contribution of learning and memory research over the past century has been minimal. The present paper presents a general reconceptualization of learning and retention, making these concepts subordinate to the concept of transfer. This reconceptualization thus places emphasis upon prior knowledge, skills, attitudes, and other characteristics of the individual. In addition, it is argued that the general information-processing model of problem solving, especially as applied to ill-structured problems, provides a general conceptual framework for the study of learning, the model being especially useful when considering learning in academic subject-matter domains.     

Against all odds: problem-solving strategies and behavioural characteristics of novice students

The purpose of this article is to draw attention to the humanitarian aspect of Lifelong Learning or, more precisely, to its potential emphasised in the idea of 'love of learning'. It is argued that in spite of the promising intentions of the government 'to foster love of learning', the system continues to operate only in the pragmatic mode. The impact of the pragmatic concept alone on Lifelong Learning is discussed and evaluated in terms of its own pragmatic values. Tentative ideas are proposed about the conditions for fostering love of learning.     

Relationship between maternal scaffolding and preschooler's metacognitive strategies in a problem-solving situation

This study examined how mothers' scaffolding predicts preschoolers' metacognitive strategies and task performance. N = 132 preschoolers and their mothers participated in the study. Problem-solving tasks were solved in mother-child interactions and independently. Mothers' scaffolding (means; cognitive, metacognitive, autonomy support) and mother-child task performance were coded during mother-child interactions. Children's metacognitive strategies and task performance were coded during child-alone problem-solving. Path-model analyses found that mothers' metacognitive support was negatively – and autonomy support positively – associated with mother-child task performance. Mothers' scaffolding means served different scaffolding intentions, building two scaffolding strategies: (1) Mothers using more scaffolding means provided more cognitive support, which was related to lower levels of children's metacognitive strategies. (2) Mothers using fewer scaffolding means provided more autonomy support, which was related to higher levels of children's metacognitive strategies. This study demonstrates the importance of examining scaffolding strategies and shows that different scaffolding strategies may be relevant in joint and child-alone problem-solving.     

Deaf and hard of hearing students' problem-solving strategies with signed arithmetic story problems

The use of problem-solving strategies by 59 deaf and hard of hearing children, grades K-3, was investigated. The children were asked to solve 9 arithmetic story problems presented to them in American Sign Language. The researchers found that while the children used the same general types of strategies that are used by hearing children (i.e., modeling, counting, and fact-based strategies), they showed an overwhelming use of counting strategies for all types of problems and at all ages. This difference may have its roots in language or instruction (or in both), and calls attention to the need for conceptual rather than procedural mathematics instruction for deaf and hard of hearing students.     

Political backgrounds and innovation strategies as influences on middle school implementation

Innovations towards middle schools consist of deliberate processes to change structure and content of educational systems against a socio-political background with the aim of realizing equal educational opportunities. They have curricular, structural and strategic dimensions as deliberate change processes. On the curricular dimension, content, objectives, and teaching methods are objects of change. On the structural dimension the educational system itself is the object of change.The political background is described in terms of primary aims of the innovation, the will to change the structure and locus of decision making. Strategic distinctions are made and analyzed between top-down and bottom-up approaches, integrated and holistic versus functional and specialist approaches, and approaches with a wide participation of those involved contrasted with as effective as possible use of available expertise. Implementation successes such as changes in structure, in curriculum and in student outcomes are analyzed and interrelationships between these changes re-investigated.It is not possible to draw unambiguous conclusions. Some trends, however, do emerge. Socio-political agreement on means as well as ends seems to determine success. Structural changes are best brought about in centralized, top-down approaches, while curriculum changes seem to require more participation of those directly involved.     

再论利率市场化对商业银行的影响及对策

本文根据党的十六大报告提出的利率市场化的改革精神,分析了利率市场化给我国商业银行带来的挑战,对商业银行如何防范利率市场化所带来的风险和应采取的对策进行了探讨和研究.     

Teaching for analogical transfer as a means of improving problem-solving,thinking and learning

Analogical transfer is transfer of a basic structure acquired through one or more instances to another instance. A basic structure like this is sometimes called a paradigm. Paradigmatic teaching, i.e. teaching for analogical transfer, requires the teaching of a basic structure by appropriate exemplars as well as the teaching of its application in various fields and contexts. This is demonstrated using research on teaching for problem-solving, inductive thinking, and learning-to-leam.Invited paper presented at the joint meeting of the Dutch Research Association on Instructional Processes (OTG), the German Division for Empirical Educational Research (AEPF) of the German Educational Association and the Division for Educational Psychology (FPP) of the German Psychological Association on April 23–25, 1989, at the University of Twente, The Netherlands.     

Teacher learning on problem-solving teams

Problem-solving teams address student difficulties. Teams comprised of teachers, specialists, and administrators identify the student problem, develop individualized interventions, and assess student change. Teacher experiences of teams are understudied. In a prospective, mixed-method study conducted in the United States, 34 teachers were followed through the team process. Interview coding showed that 60% of teachers reported they gained new intervention skills. Yet, 40% of teachers reported no professional benefits. Logistic regression showed that differences in teacher learning were partially explained by teachers' negative or positive expectations at the outset of the team. The expectancy effects have implications for teacher professional development.     

谈高考宣传策略及对考生的影响

高考是全社会普遍关注的热点问题.高考宣传不当将影响考生的最终取向,甚至是人生抉择.因此高考宣传必须突出人文关怀,坚持以生为本的原则,同时力求做到:第一,分析高考生源市场,策划宣传方案;第二,服务考生和家长,规范宣传内容;第三,加强管理,适当引导宣传尺度.