Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall

Autor/inn/en	Roberts, Greg; Scammacca, Nancy; Osman, David J.; Hall, Colby; Mohammed, Sarojani S.; Vaughn, Sharon
Titel	Team-Based Learning: Moderating Effects of Metacognitive Elaborative Rehearsal and Middle School History Content Recall
Quelle	In: Educational Psychology Review, 26 (2014) 3, S.451-468 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-014-9266-2
Schlagwörter	Metacognition; History Instruction; Recall (Psychology); Correlation; Cognitive Processes; Regression (Statistics); Course Content; Teaching Methods; State Standards; Testing Programs; Middle School Students; Cooperative Learning; Learning Theories + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; History lessons; Geschichtsunterricht; Abberufung; Korrelation; Cognitive process; Kognitiver Prozess; Regression; Regressionsanalyse; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kooperatives Lernen; Learning theory; Lerntheorie
Abstract	Promoting Acceleration of Comprehension and Content through Text (PACT) and similar team-based models directly engage and support students in learning situations that require cognitive elaboration as part of the processing of new information. Elaboration is subject to metacognitive control, as well (Karpicke, "Journal of Experimental Psychology": General 138(4):469-485, 2009)--successful learners use metacognitive elaborative rehearsal to process and make sense of incoming information even in the absence of structured opportunities or instructional prompts for elaborating. Levels of processing and cognitive load theories suggest that students in PACT classrooms may outperform students in comparison classes because PACT engages and supports deep cognitive processing (via elaboration and discussion) at the time of learning, allowing participants to better conserve and more consistently reallocate cognitive and metacognitive resources (compared to students in the non-treated group) for encoding content. In other words, PACT may moderate the relationship of "metacognitive elaborative rehearsal" and content retrieval. Extant data from years 1 (n?=?419) and 2 (n?=?704) of the PACT/RFU project suggests such an effect. As hypothesized, there were no mean differences in reported metacognitive rehearsal use across the groups because metacognitive elaborative rehearsal was not taught. However, regression coefficients for content recall on metacognitive elaboration were greater in the treatment group in both samples suggesting that an instructional emphasis on deep processing leads to better content recall. The findings are discussed in the context of the Common Core State Standards and the large-scale testing programs in place currently across the USA. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10