Peer interactions supported both children's metacognitive tasks and strategies, with children organizing performance using others' directions and evaluating others' performance¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Both children organized their own performances with strategies or directions of others and made statements evaluating others' performance, supporting metacognitive tasks and strategies. → Ebru Aydın 2022

Evidence¶

Ebru Aydın 2022¶

Ebru Aydın, Çağlayan Dinçer. (2022). “I did it wrong, but i know it”: Young children’s metacognitive knowledge expressions during peer interactions in math activities. Thinking Skills and Creativity 45 (2022) 101104. https://doi.org/10.1016/j.tsc.2022.101104

q2 · i? · qualitative · r3

Summary finding from the discussion section: across the 16 activities, both children used peers' strategies or directions to organize their own performance and evaluated others' performance. The authors link this to research on peer interactions supporting metacognitive skills.

"As another finding, we can say that metacognitive tasks and strategies were supported by peer interactions for both children. The children organized their own performances with the strategies or directions of others. They also made statements that included evaluations of the performance of others."

Discussion¶

Related Claims¶

• Children express metacognitive knowledge of self by identifying their own mistakes and weaknesses in academic working skills during measurement activities — related
• Five-year-old children reveal metacognitive knowledge of self, others, universal properties of cognition, and task-specific strategies during peer interactions in mathematical measurement activities — related
• Individual differences in metacognitive knowledge expressions relate to children's mathematical competence and verbalization style — related
• Young children's video interpretation of their own mathematical play reveals both mathematical and social-affective sensemaking — related
• Young children with limited vocabulary express metacognitive knowledge through behavioral and nonverbal expressions as well as verbalizations — related
• Children develop and demonstrate task-specific strategies through peer interaction, including instructing others and explaining why strategies work — related
• Children's statements about universal properties of cognition emerged only in weight and volume measurement activities, not in length or area activities — related