Dose teaching metacognitive skills through peer-conducted flipped classroom improve high school students' self-regulation?

被引：0

作者：

Mohammadi, Aeen ^{[1
]}

Mohammadi, Melika ^{[2
]}

Keshvari, Nazanin Zahra ^{[2
]}

Mojtahedzadeha, Rita ^{[1
]}

Asadzandi, Shadi ^{[3
]}

Tehrani, Bahareh Rahimifar ^{[2
]}

机构：

[1] Univ Tehran Med Sci, Dept E Learning Med Educ, Tehran, Iran

[2] Manzowneh Kherad Inst, Tehran, Iran

[3] Iran Univ Med Sci, Dept Med Libra & Informat Sci, Tehran, Iran

来源：

JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY | 2022年 / 18卷 / 01期

关键词：

Metacognition; Self-Regulation; Flipped Classroom; Peer Learning; High School; LEARNING-MODEL; ACHIEVEMENT; MOTIVATION; ENGAGEMENT; STRATEGY;

D O I：

10.20368/1971-8829/1135489

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Obtaining metacognitive skills is crucial for enhancing self-regulation. So, this quasi-experimental study aimed to assess the effect of teaching metacognition through peer-conducted flipped classroom on high school students' self-regulation. 107 students filled out Self-Regulation Questionnaire as the pre-test. Both control and intervention groups received a package of four-session multimedia e-content about metacognition during four weeks. Each week, the students in the intervention group participated in a face-to-face session during which peers handled the instruction, while participants in the control group had teacher conducted sessions. Finally, the same questionnaire was answered as the post-test. The results showed a significant increase from pre to post-test scores in the intervention group, in contrast to the control one with no significant increase. Between groups comparison of post-test scores resulted in a significant higher score in the intervention group. So, the findings showed the positive effect of teaching metacognition through this method on self-regulation.

引用

页码：94 / 100

页数：7

共 46 条

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