RESUMEN
The COVID-19 crisis has forced education systems around the world to switch hurriedly from learning in class to learning via online technology. One of the common platforms worldwide for teaching online was zoom. Working under uncertain conditions and facing rapid changes are characteristics of the twenty-first century. Coping adaptively with these challenges requires teachers to apply twenty-first century skills such as creativity and metacognition in their teaching. The purpose of the present study was to examine whether teachers integrate metacognition and creativity in their online lessons more than in classroom instruction. To examine the research question, we analyzed 50 lesson reports (25 for each learning environment) using a mixed-method design model. We used a performance assessment that was based on a creativity metacognitive teaching reports index. Teachers reported greater use of the 'debugging' metacognitive component in online lessons than in classroom lessons. Also, an online environment could provide a suitable platform for promoting students' learning process and encourage teachers to be more creative in terms of diversifying their teaching methods and developing student's creativity. However, the originality component of creativity was less pronounced in online lesson reports. These results can contribute to the field of blended learning and to the literature dealing with the adaptation of teaching to learning environments in the twenty-first century in general and during pandemics in particular.
RESUMEN
This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text's parts (Within-Text). Immediate and long-term effects were assessed on ninth graders' science text comprehension, versus an untrained control group. The three student groups (N = 193) received the same study unit of scientific texts and accompanying tasks, either with/without training in self-generated questioning. PISA-based science literacy assessments (phenomenon identification, scientific explanation, and evidence utilization) were collected at baseline, immediately after intervention, and at 4-month follow-up. Results from both short- and long-term assessments indicated that those learners trained to generate questions about within-text connections reached significantly higher science text comprehension achievements than the other two groups - students trained to generate questions connecting to their prior knowledge and control students who received no support for generating questions. Findings may contribute to the design of support methods and teaching strategies for promoting literacy in general and scientific literacy in particular.
RESUMEN
BACKGROUND: The present study is rooted in a cognitive-metacognitive approach. The study examines two ways to structure group interaction: one is based on worked-out examples (WE) and the other on metacognitive training (MT). Both methods were implemented in cooperative settings, and both guided students to focus on the problem's essential parts and on appropriate problem-solving strategies. AIMS: The aim of the present study is twofold: (a) to investigate the effects of metacognitive training versus worked-out examples on students' mathematical reasoning and mathematical communication; and (b) to compare the long-term effects of the two methods on students' mathematical achievement. SAMPLE: The study was conducted in two academic years. Participants for the first year of the study were 122 eighth-grade Israeli students who studied algebra in five heterogeneous classrooms with no tracking. In addition, problem-solving behaviours of eight groups (N = 32) were videotaped and analysed. A year later, when these participants were ninth graders, they were re-examined using the same test as the one administered in eighth grade. METHOD: Three measures were used to assess students' mathematical achievement: a pretest, an immediate post-test, and a delayed post-test. ANOVA was carried out on the post-test scores with respect to the following criteria: verbal explanations, algebraic representations and algebraic solution. In addition, chi-square and Mann-Whitney procedures were used to analyse cooperative, cognitive, and metacognitive behaviours. RESULTS: Within cooperative settings, students who were exposed to metacognitive training outperformed students who were exposed to worked-out examples on both the immediate and delayed post-tests. In particular, the differences between the two conditions were observed on students' ability to explain their mathematical reasoning during the discourse and in writing. Lower achievers gained more under the MT than under WE condition. CONCLUSIONS: The findings indicate that the kind of task and the way group interaction is structured are two important variables in implementing cooperative learning, each of which is likely to have different effects on mathematical communication and achievement outcomes.