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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 11 to 14 of 14 (0.05 seconds)Spelling suggestions: "subject:"metacognitive"" "subject:"rnetacognitive""
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Metaphoric Competence As A Means To Meta-cognitive Awareness In First-year CompositionDadurka, David T 01 January 2012 (has links)
A growing body of writing research suggests college students’ and teachers’ conceptualizations of writing play an important role in learning to write and making the transition from secondary to post-secondary academic composition. First-year college writers are not blank slates; rather, they bring many assumptions and beliefs about academic writing to the first-year writing classroom from exposure to a wide range of literate practices throughout their lives. Metaphor acts as a way for scholars to trace students’ as well as their instructors’ assumptions and beliefs about writing. In this study, I contend that metaphor is a pathway to meta-cognitive awareness, mindfulness, and reflection. This multi-method descriptive study applies metaphor analysis to a corpus of more than a dozen first-year composition students’ endof-semester writing portfolios; the study also employs an auto-ethnographic approach to examining this author’s texts composed as a graduate student and novice teacher. In several cases writing students in this study appeared to reconfigure their metaphors for writing and subsequently reconsider their assumptions about writing. My literature review and analysis suggests that metaphor remains an underutilized inventive and reflective strategy in composition pedagogy. Based on these results, I suggest that instructors consider how metaphoric competence might offer writers and writing instructors an alternate means for operationalizing key habits of mind such as meta-cognitive awareness, reflection, openness to learning, and creativity as recommended in the Framework for Success in Post-Secondary Writing. Ultimately, I argue that writers and teachers might benefit from adopting a more flexible attitude towards metaphor. As a rhetorical trope, metaphors are contextual and, thus, writers need to learn to mix, discard, create, and obscure metaphors as required by the situation.
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Investigating the influence of pre-calculus mathematics refreshment module to first year engineering students in an Ethiopian universityAsnake Muluye Bekele 03 1900 (has links)
The quality of mathematics knowledge attained by students entering university in Science, Technology, Engineering and Mathematics (STEM) fields has been decreasing. There is a need to enhance students’ mathematical knowledge in order to maintain the standards of STEM curriculum at university. The rationale of this study was to investigate the influence of Pre-Calculus Mathematics Refreshment module taught using Meta-cognitive skills and Co-operative Learning (MCL), or Co-operative Learning (CL) only, or Traditional lecture (T) intervention method to First Year pre-engineering Students on their Applied Calculus 1 in an Ethiopian university. The study further investigated the influence of Pre-Calculus Mathematics Refreshment module for MCL, or CL, or T intervention method on male and female students’ achievement. The refreshment module and Applied Calculus 1 scores were measured through posttest and normal class room score of Applied Calculus 1 result. The dependent variables were student achievement in pre-calculus refreshment Module and Applied Calculus 1. Out of 29 universities in Ethiopia only four were selected to participate in this study. Population of this study was all pre-engineering first year students in those universities in 2016/2017. The sample consisted of 200 pre-engineering university students who studied in four of Ethiopian universities and one class was randomly selected by lottery method from existing pre-engineering classes in each university. Two experimental groups which were taught MCL and the other CL intervention method and two of them were control groups upon whom the control novice with traditional lecture method and control without intervention was applied. In each group 50 students of 25 males and 25 females were purposely selected from sampled class. A pre-calculus mathematics Pre-test was administered first, where the average scores of all students Pre-test result was below 33%. Then, first MCL and CL intervention methods were discussed and exercised for one week before implementing the study. For the study, selected pre-calculus mathematics topics was taught in all classrooms for 32 periods i.e. 50min x32= 26.7hrs at the beginning of the first semester parallel with Applied Calculus 1 for the academic year 2016 / 2017.
The statistical tools used under this procedure include descriptive statistics percentage, mean and standard deviation and inferential statistics, T-test, and one-way analysis of variance (one-way ANOVA). The results show statistically significant differences (Sig 0.00) at the significance level (0.05) between students that learnt pre-calculus refreshment module and control group which did not. Among the students those learned pre-calculus refreshment module through MCL, CL and T method students in the MCL and CL groups’ posttest scores significantly different from T group in pre-calculus results both with Sig of 0.00. But there was no significant difference between MCL & CL groups were Sig is 0.97. Additionally, the female students in the MCL group was not significant different from CL and T group, on an impact of refreshment module, in Applied Calculus 1 mathematics where Sig is 0.994 and 0.237 respectively, and CL female group scores significantly different from T group in Applied Calculus 1 results with Sig 0.042. The male students in the MCL and CL groups were significantly different from T group in Applied Calculus 1with Sig of 0.07 and 0.012 respectively. Also, there was a positive correlation between Pre-Calculus refreshment module and Applied Calculus 1 with correlation coefficient of 0.835. Lastly, the result of pre-calculus mathematics posttest scores with the female students in MCL relatively increased than male students, than in CL and T groups, which indicated that MCL benefit more female students than male students. The differences were more in favor of pre-calculus mathematics refreshment with MCL intervention method. To improve success in engineering participation of all students, recommended that a pre-calculus module should be offered by all universities for first year engineering students, structured co-operative learning with purpose has significant gains for effective instruction, and to increase the success rate of female students this study has proven that they are trainable and therefore, meta-cognition skills have to be nurtured for female students. / Mathematics Education / D. Phil (Mathematics Education in Science and Technology)
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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