Peer Tutoring, Metacognitive Processes and Multimedia Problem-based Learning: The Effect of Mediation Training on Critical Thinking

The main objective of the study reported was to explore the effect on young children’s critical thinking of a peer-tutoring training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking. The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group. The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes. The control children received a general preparation for peer-assisted learning. Following their respective preparations, all the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation of the Newman et al. (Interpers Comput Technol 3(2):56–77, 1995) content analysis instrument. Analysis of the discourse conducted during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children’s higher-order thinking. Implications for educators are discussed.     

Physics Metacognition Inventory Part II: Confirmatory factor analysis and Rasch analysis

The Physics Metacognition Inventory was developed to measure physics students’ metacognition for problem solving. In one of our earlier studies, an exploratory factor analysis provided evidence of preliminary construct validity, revealing six components of students’ metacognition when solving physics problems including knowledge of cognition, planning, monitoring, evaluation, debugging, and information management. The college students’ scores on the inventory were found to be reliable and related to students’ physics motivation and physics grade. However, the results of the exploratory factor analysis indicated that the questionnaire could be revised to improve its construct validity. The goal of this study was to revise the questionnaire and establish its construct validity through a confirmatory factor analysis. In addition, a Rasch analysis was applied to the data to better understand the psychometric properties of the inventory and to further evaluate the construct validity. Results indicated that the final, revised inventory is a valid, reliable, and efficient tool for assessing student metacognition for physics problem solving.