Metacognition-based instructional practice combining reflective tasks, self-reflection and concept mapping

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

A ten-week instructional pattern implemented in a Testing and Evaluation in Education course, built on the notion of cognition embedded with metacognition, with in-class and out-of-class activities and tasks. It includes "tasks towards learning the learning and thinking about the thinking", reflective questions about prospective teachers' own performances, and "a conceptual mapping , which is suggested as a metacognitive skill by Daley [33] has also been included in the process". Planning, observing and evaluating stages of metacognitive regulation were observed during the activities.

Design Implications

Context

Requirements

• Participants share experiences prior to, during, and following the tasks; activities target defining, explaining, giving examples, interpreting, guessing, applying, summarizing, arguing, contacting and inquiring

Constraints

• Was implemented over ten weeks in a single course; the authors note improving adults' metacognitive skills takes time and metacognition should be planned together with the teaching program and extended over a long period

Target Learners

• 3rd-year prospective teachers at a department of Turkish language education

Learning Goals

• metacognitive awareness, planning, questioning, awareness of learning strategies

Claims

• Metacognition Practice Posttest Group Differences [+M]
• Experimental Group Within Group Gains [+M]

Related Designs

Examples

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Key Sources

• Burcu Duman, Çetin Semerci. (2019). The Effect of a Metacognition-based Instructional Practice on the Metacognitive Awareness of the Prospective Teachers. Universal Journal of Educational Research 7(3): 720-728. https://doi.org/10.13189/ujer.2019.070311

Page metadata

Field	Value
type	design
id	metacognition-based-instructional-practice-pattern
title	Metacognition-based instructional practice combining reflective tasks, self-reflection and concept mapping
description	A ten-week instructional pattern implemented in a Testing and Evaluation in Education course, built on the notion of cognition embedded with metacognition, with in-class and out-of-class activities and tasks.
status	review
generated	by process:settle-candidates on 2026-11-02
trust	unverified — no one has confirmed this page's content
sources	1 — burcu-duman-2019

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