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Kindergarten Children’s Metacognitive Self-Regulated Learning During and After Watching Other Child’s Problem-Solving Behaviors
Proceedings of International Conference on Social and Education Sciences - 2021
Young S. Hwang, Konstantinos Vrongistinos, Jemma Kim, Amy E. Min
Dr. Valarie Akerson, Dr. Mack Shelley
978-1-952092-23-7
178-183
Abstract
This study invested 24 effective and 16 ineffective problem-solving kindergarten children’s awareness of metacognitive self-regulated learning (MSRL) while watching other child’s problem-solving behaviors. The model in a video performed a task with a trial-and-error approach and finally asked for help. After watching the video, children were asked how they could help the model. All interviews were transcribed and analyzed using a content analysis method. The research findings indicate that there were several differences between the effective and ineffective children in their awareness of other child’s MSRL. Effective children considered monitoring processes related to their understanding of the task goal and nature of a task and using cognitive state as important elements of the model’s successful work, whereas ineffective children described separate elements unrelated to a task goal.
Hwang Y. S., Vrongistinos, K., Kim, J., & Min, A. E. (2021). Kindergarten children’s metacognitive self-regulated learning during and after watching other child’s problem-solving behaviors. In V. Akerson & M. Shelley (Eds.), Proceedings of IConSES 2021-- International Conference on Social and Education Sciences (pp. 178-183), Chicago, USA. ISTES Organization.
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