تاثير دانش فراشناختي و آموزش روش خود پرسشگري هدايت شده بر عملكرد حل مسيله كودكان : يك رويكرد فرايندگرا

THE EFFECT OF METACOGNITIVE KNOWLEDGE AND GUIDED SELF QUESTIONING TRAINING ON PROBLEM SOLVING PERFORMANCE OF CHILDREN

In order to investigate the effects of metacognitive knowledge, verbalization, and possible interactive effects of these two factors on problem solving performance of children, using a 2x4 factorial design (high-low metacognitive ability x four kinds of verbalization: guided self questioning, unguided self - questioning, self - talking, and silent) 64 seventh - grade students were required to solve geometry problems. Verbalization differences between verbalization groups were determined through an analysis of "think aloud" protocols. Results were as follows: (1) regardless of verbalization, higher metacognitive children performed better than the lower metacognitive children; (2) children who were required to verbalize (specially guided self - questioning group) outperformed silent children; and, (3) the positive effect of verbalization on problem solving depends on the level of metacognitive knowledge, which means that children who have high levels of metacognitive knowledge benefit more from verbalization than low metacognitive children. This finding is consistent with the hypothesis that the positive effect of verbalization on problem solving is not due to verbalization per se, but to the metacognitive processing derived from verbalization required to produce explanations for problem solving efforts.