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A comparative study of measuring the metacognitive skills of male and female high school students in district 3 of Shiraz

Number of pages: 110 File Format: Not Specified File Code: 29258
Year: Not Specified University Degree: Not Specified Category: Educational Sciences
Tags/Keywords: Curriculum - Curriculum planning - learning - skill
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  • Summary of A comparative study of measuring the metacognitive skills of male and female high school students in district 3 of Shiraz

    Abstract

    The purpose of this research was to compare metacognitive skills of female and male high school students in district 3 of Shiraz. The descriptive research method is a survey method. The statistical population of the research includes all high school students of the 3rd district of Shiraz, who at the time of  There were 5000 people in the research, of which 381 were selected by stratified random sampling. were selected as a statistical sample. In order to collect information and data from the metacognitive skills assessment questionnaire of Shatrian Mohammadi, which was used in 2006 to measure the metacognitive skills of students based on the Brown model. Prepared and used. To analyze the data at the level of descriptive statistics, the mean and standard deviation were used, and at the level of inferential statistics, the t-test of independent groups was used. The results of the research showed that there is a significant difference between the metacognitive skills of secondary school students in terms of gender. Also, there is a significant difference between the dimensions of application and cognitive domain analysis of secondary school students in terms of gender. There is a significant difference between the organizational component of the emotional field of middle school students in terms of gender.

     

     

    Key words: metacognition, emotional field, cognitive field

     

     

    Chapter One

    Research Overview

    -1 Introduction

     

    Knowledge of curriculum planning is one of the nascent fields that is less developed compared to other scientific fields and requires research in the direction of growth and development; Although many efforts have been made to develop this field of knowledge. Among this effort is Harvey's work, which was proposed by Eisner and Valance, 1979, quoted by Marsh, 1384) in the background of curriculum studies. This study-based approach  " Cognitive processes »   is This means that in the curriculum, you should refer to « Cognitive skills » and applied so that students can use them in their intellectual and scientific fields. According to this view, the growth and evolution of cognitive processes is one of the main tasks of the school. Therefore, the functions of school (metacognition) and providing " Learning the way of learning » It includes helping students regarding the necessary opportunities to strengthen the set of students' intellectual abilities (Fathi Vajargah 2004). Some of the most important goals of the school from this point of view are the development of human characteristics, such as lifelong learning skills and interests, which the school should focus on cultivating (Silver and colleagues, 1372). has also supported the teaching of thinking skills and states that the skills of reasoning, generating ideas, hypothesizing, and critical thinking should be the main focus of education. There are other views that have emphasized the importance of studying in curriculum topics. In this regard, the development of cognitive skills and the need to include them in the curriculum have been emphasized in many studies. , despite this, some experts« metacognitive skills » are considered as important as cognitive skills.

    Flavel defines metacognition as the active control and regulation of cognitive activities to achieve cognitive goals (quoted by: Marzooqi, 2003). Williams  and others (2002), teaching metacognitive awareness to students leads to the development of study strategies and improving classroom performance, emphasizing that teaching metacognitive awareness,  they know Lyford, Eckeld  And Zimian enables learners to evaluate their prior knowledge. monitor their understanding and correct their understanding while reading. Some claim that metacognitive strategies explain 70% of students' academic performance (Araban, 2018).

    Given that metacognitive awareness is necessary for academic success and later periods of life, and if these awareness are not included in the curriculum, the current high school curriculum will have irreparable consequences. This research is among the few researches that have been conducted inside the country in order to answer the aforementioned questions. Its main purpose is to examine girls and boys from the perspective of metacognitive skills, the results of which can be a guide for lesson planners and textbook authors in designing and compiling the curriculum. It is for acquiring knowledge and learning that this issue is in the field of metacognition. Cohen (1989) believes that learners have many problems in scientific reasoning because they do not know how to use their metacognitive skills, which can be rooted in their education in lower academic courses. The research of Wang (1985) and Baker (1982) (cited by Marzooqi (2013)) showed that "study program" ," learning strategies " and "monitoring the effectiveness of the strategies used" It has an important effect on the learning process. They believe that students' learning problems are caused by the weakness of metacognitive awareness. they know Some education experts define successful learning in the form of acquiring metacognitive knowledge and believe that metacognitive awareness makes learners rely more on themselves in learning instead of relying on teachers (Bokertz, 1999, quoted by Sheikh al-Islami, 2014). According to Biggs and Moore (1993), effective learning is achieved by engaging students in metacognitive processes such as planning, monitoring, and thinking about thinking. According to some researchers, these awarenesses can be taught and if they are included in the curriculum, they can have beneficial effects (Parsons et al., 1964, translated by Asadzadeh and Eskandari, 2015). But currently, metacognitive components are not given enough attention in the school curriculum (Safari and Marzooqi, 2018).

    The middle school period is one of the academically sensitive periods, which, according to many experts, is considered the most suitable period for the development of metacognitive awareness of learners. According to researchers, metacognitive education in this period has the greatest impact on students' learning (Block 8, 2004, Peverli and Brabst 9, 2002). Meanwhile, in terms of the nature of this science, the course of experimental sciences is more related to metacognition and metacognitive strategies than other courses; So that in the new approach to science education, as stated in its teaching guide: "Moving from passive to active learning is inevitable." In this book, while considering the existing approach in science education to be insufficient, "learning learning methods" That is, the emphasis on metacognitive components has been deemed necessary for science education. (Research Office, 2015).

    Studies that have been conducted regarding the role of metacognition in science education have focused on metacognitive components for science education (Artzet and Armor 10, 1998). He considers the metacognitive components necessary for science education to include beliefs, planning, monitoring, regulation, evaluation, and revision, and considers the implementation of successful education to be dependent on these elements. They emphasize the metacognitive approach for science education and claim that this approach has a strong research support.

    The term metacognition was first proposed by Flavel (1976) who believed that metacognition is the awareness of cognitive processes and achievements. Since then, efforts have been made to determine the components of metacognition. Flavell (1979) himself, these components include "awareness about the person"," Knowledge about the assignment " and "awareness about strategy" knows Paris and Winograd (1988) included the components of metacognition including "self-awareness and control" and "Awareness and.

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A comparative study of measuring the metacognitive skills of male and female high school students in district 3 of Shiraz
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