‘Think-aloud’ Techniques used in Metacognition to Enhance Self-regulated Learning

• 발행기관: 공주대학교 교육연구소
• 저자명: Md. Abu Raihan
• 간행물 정보: 『교육연구』제25집, 125~160쪽, 전체 36쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.02.28

영문 초록

This is a review of research on thinking aloud in reading comprehension that considers thinking aloud as a method of inquiry, a mode of instruction, and a means for encouraging social interaction. This paper has considered all that factors and it is prepared for the educators as well as educands. It was highly focused the learning which is brain-based involved with thinking process. The inspection of different educational psychologist, educationist, and cognitivist recount suitably. Subsequently, the purpose of the article is to hook up ‘think-aloud’ in metacognition to find out the effectiveness of learning. It was examined that Think-aloud techniques used in metacognition with enhance learning. The study believed that learning will be effectively control one’s own cognitive process i.e. self-regulation. For analyzed the above different approaches, views, and assumptions on metacognition and think-aloud has been studied elaborately. Even, for this purpose, this paper explores the study result of metacognition provided educational psychologist with insight about the cognitive process involved learning. It revealed the outcomes that hold several implications for instructional interventions, such as teaching students how to be more aware of their learning process and products as well as how to regulate those processes for more effective learning. The objectives of writing the paper is to deal with an aspect of “sharing the reading secret“i.e. think-aloud, more specifically with its importance as an instructional scaffold for teaching higher-level cognitive strategies. Another objective was to analyze self-regulated learner who utilize ‘right tool for the job’ and modify learning strategies and skills based on their awareness of effectiveness. Such endeavors revealed, individuals with a high level of metacognitive knowledge and skill identify blocks to learning as early as possible and change ‘tools’ or strategies to ensure goal attainment.

목차

요약

Ⅰ. Introduction

Ⅱ. Think-aloud

Ⅲ. Think-aloud in METACOGNITION and students’ Learning

Ⅳ. Conclusion

Reference

키워드

Think-aloud Technique Metacognition and Self-regulated Learning