Group-Metacognitive Support for Online Inquiry in Mathematics with Differential Self-Questioning

By Bracha Kramarski, Vered Dudai. 2009

62 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/52a83908735f74aea0e74d8988d93b38aaa11bc1

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Instruction Based on Self-Explanation (2010, background): “To illustrate the importance of the nature of the interactive activity on learning outcomes, Kramarski and Dudai (2009) assigned one hundred ninth grade students to one of three instructional conditions.”
Assessing metacognition in an online community of inquiry (2011, background): “…collaboratively, however, the essence of most practices to improve metacognitive skills is to engage students in collaborative activities such as peer assessments, collective reflection, and modeling metacognitive processes (Choi, Land, & Turgeon, 2005; Kramarski & Dudai, 2009; White et al., 2009).”
Rubrics and Self-Assessment Scripts Effects on Self-Regulation, Learning and Self-Efficacy in Secondary Education. (2012, result): “Regarding prior research, our results are in line with those that explored the effect of scripts (and also prompts and cues) on selfregulation (e.g. Bannert, 2009; Berthold et al., 2007; Kramarski & Dudai, 2009; Kramarski & Michalsky, 2010).”
The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes (2014, unknown): “Explain other group members contributions > Self-explain own contributions in groups (Kramarski & Dudai, 2009) Explain with partner > Explain alone (Hausmann et al., 2008) No known studies Note .”
The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences (2017, methodology): “Studies testing constructive against interactive activities either were conducted in non–college classroom settings (Chi, Roy, & Hausmann, 2008; Kramarski & Dudai, 2009; Rummel, Spada, & Hauser, 2009) or did not detect differences between interactive and constructive activities (Kam et al., 2005;…”