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Title: How learners share and construct metacognition in social interaction?
Authors: Hurme, Tarja-Riitta
Järvelä, Sanna
Merenluoto, Kaarina
Salonen, Pekka
Issue Date: Jun-2008
Publisher: International Society of the Learning Sciences, Inc.
Citation: Hurme, T., Järvelä, S., Merenluoto, K., & Salonen, P. (2008). How learners share and construct metacognition in social interaction?. In Kanselaar, G., Jonker, V., Kirschner, P. A., & Prins, F. J. (Eds.), International Perspectives in the Learning Sciences: Cre8ing a learning world. Proceedings of the Eighth International Conference for the Learning Sciences – ICLS 2008, Volumes 3 (pp. 41-42). Utrecht, The Netherlands: International Society of the Learning Sciences.
Abstract: The aim of this exploratory study was to examine how the six matched triads of pre-service teachers share and construct metacognition in mathematical problem solving in WorkMates learning environment having or having not a stimulated recall group interview. More specifically, we examined socially shared metacognition and we performed the qualitative content analysis of the discussion forum data from metacognition point of view. The results showed metacognition becoming shared and metacognition becoming visible but not shared in discussions.
Appears in Collections:ICLS 2008

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