The effects of meta-cognitive instruction on third and sixth graders solving word problems
The effects of meta-cognitive instruction on third and sixth graders solving word problems
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元认知教学对三年级和六年级学生解决文字问题的影响
DOI：
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发表时间：
2010
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影响因子：
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通讯作者：
Vered Nevet
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文献类型：
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作者：
Z. Mevarech;Shirlei Terkieltaub;Tova Vinberger;Vered Nevet
本研究考察了一种名为“改进”的元认知教学对三、六年级学生解决应用题的不同影响。本研究特别关注了两类应用题的解决：语言一致性问题和语言不一致性问题。参与者是194名以色列学生，他们就读于三年级(N=1110)和六年级(N=784)。所有学生都接受了前后测试，这些测试由16道语言一致和不一致的应用题构成。在每个年级的学生中，大约有一半的学生接受了改进，其余的学生则在传统的教学方法下学习。研究结果表明，在两个年级水平上，进步的学生都显著优于控制组的同龄人，但三年级的学生比六年级的学生受益更多。此外，研究还表明，与语言一致的词汇问题相比，改善组和控制组在语言不一致的词汇问题上的成绩差距更大。讨论了本研究的理论意义和实践意义。
This study examined the differential effects of a meta-cognitive instruction, called IMPROVE, on third and sixth graders’ solution of word problems. In particular, the study focused on the solution of two kinds of word problems: with consistent and with inconsistent language. Participants were 194 Israeli students who studied in third (N = 110) and sixth (N = 84) grades. All students were administered pre- and post-tests constructed of 16 word problems with consistent and inconsistent language. About half of the students within each grade level were exposed to IMPROVE and the others studied under a ‘traditional’ teaching method. The findings indicate that at both grade levels the IMPROVE students significantly outperformed their counterparts in the control group, but third graders benefited from IMPROVE more than sixth graders. In addition, the study indicates that the gap in achievement between IMPROVE and control groups was larger on word problems with inconsistent language compared to word problems with consistent language. The theoretical and practical implications of the study are discussed.