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Process Regulation in the Problem-Solving Processes of Fifth Graders
- Source :
- Center for Educational Policy Studies Journal, Vol 3, Iss 4 (2013), Center for Educational Policy Studies Journal, Vol 3, Iss 4, Pp 25-39 (2013), CEPS Journal 3 (2013) 4, S. 25-39
- Publication Year :
- 2013
- Publisher :
- University of Ljubljana, 2013.
-
Abstract
- CEPS Journal 3 (2013) 4, S. 25-39<br />It is well known that the regulation of processes is an important factor in problem solving from Grade 7 to university level (cf. Mevarech & Kramarski, 1997; Schoenfeld, 1985). We do not, however, know much about the problem-solving competencies of younger children (cf. Heinze, 2007, p. 15). Do the results of studies also hold true for students below Grade 7? The study presented here strongly suggests that metacognition and process regulation is important in Grade 5 as well. The research questions are: How do the (more or less successful) problem-solving processes of fifth graders occur? What is the impact of metacognition and self-regulation on these processes? Are the transitions between phases in the problem-solving process closely connected to metacognitive activities? An analysis of approximately 100 problem-solving processes of fifth graders (aged 10-12) from German secondary schools will be used to help answer these questions. The videotapes that supplied the raw data were parsed into phases called episodes using an adapted version of the "protocol analysis framework" by Schoenfeld (1985, ch. 9). The junctures between these episodes were additionally coded with the "system for categorizing metacognitive activities" by Cohors-Fresenborg and Kaune (2007a). There is a strong correlation between (missing) process regulation and success (or failure) in the problem-solving attempts. Concluding suggestions are given for the implementation of the results in school teaching. These suggestions are currently being tested. (DIPF/Orig.)
- Subjects :
- Selbstregulation
School year 05
Secondary education
Process regulation
Verhalten
370 Erziehung, Schul- und Bildungswesen
Fachdidaktik/mathematisch-naturwissenschaftliche Fächer
Empirical research
Germany
Empirische Bildungsforschung
Schuljahr 05
Metakognition
Problem solving
Empirische Untersuchung
Cognition
School year
Pupils
Empirical study
Prozessanalyse
Schüler
370 Education
Cluster grouping
Raw data
Psychology
lcsh:L7-991
Mathematikunterricht
Typology
Erziehung, Schul- und Bildungswesen
Process (engineering)
Metacognition
Mathematics lessons
Protocol analysis
Problemlösen
Typologie
lcsh:Education (General)
Education
ddc:370
Process analysis
Control
Mathematics education
Deutschland
Meta-cognition
Pupil
Metacognitionm
Sekundarbereich
Mathematical problem solving
Teaching of mathematics
Subjects
Details
- Language :
- English
- ISSN :
- 22322647 and 18559719
- Volume :
- 3
- Issue :
- 4
- Database :
- OpenAIRE
- Journal :
- Center for Educational Policy Studies Journal
- Accession number :
- edsair.doi.dedup.....dd6aab1f903992f8d8251c7fc57a9266