Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer

Autor/inn/en	Belenky, Daniel M.; Nokes, Timothy J.
Titel	Examining the Role of Manipulatives and Metacognition on Engagement, Learning, and Transfer
Quelle	In: Journal of Problem Solving, 2 (2009) 2, S.102-129, Artikel 6 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-6246
DOI	10.7771/1932-6246.1061
Schlagwörter	Instructional Materials; Manipulative Materials; Mathematical Concepts; Metacognition; Learner Engagement; Problem Solving; Prompting; Transfer of Training; Learning Processes; College Students; Questionnaires; Likert Scales; Pretests Posttests; Word Problems (Mathematics); Protocol Analysis; Performance Tests; Statistical Analysis; Pennsylvania (Pittsburgh) + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Hilfsmittel; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Benutzerführung; Training; Transfer; Ausbildung; Learning process; Lernprozess; Collegestudent; Fragebogen; Likert-Skala; Textaufgabe; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Statistische Analyse
Abstract	How does the type of learning material impact what is learned? The current research investigates the nature of students' learning of math concepts when using manipulatives (Uttal, Scudder, & DeLoache, 1997). We examined how the type of manipulative (concrete, abstract, none) and problem-solving prompt (metacognitive or problem-focused) affect student learning, engagement, and knowledge transfer. Students who were given concrete manipulatives with metacognitive prompts showed better transfer of a procedural skill than students given abstract manipulatives or those given concrete manipulatives with problem-focused prompts. Overall, students who reported low levels of engagement showed better learning and transfer when getting metacognitive prompts, whereas students who reported high levels of engagement showed better learning and transfer when getting the problem-focused prompts. The results are discussed in regards to their implications for education and instruction. (As Provided).
Anmerkungen	Purdue University Press. Stewart Center Room 370, 504 West State Street, West Lafayette, IN 47907. Tel: 800-247-6553; Fax: 419-281-6883; e-mail: pupress@purdue,edu; Web site: http://docs.lib.purdue.edu/jps/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01