Metacognition and problem solving in school children
Article Sidebar
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This journal provides immediate free access to its content. The publication is distributed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International licence (CC BY-NC-ND 4.0). The rights of the works published in this journal are property of the author and they are free to distribute and disseminate the same sources as long as he correctly cites the font of publication, these acts are not for commercial purposes and no derivative works are generated.
Main Article Content
Abstract
Investigation regarding metacognition suggests that the capacity to comprehend, reflex and control cognitive processes boosts problem solving in kids. This study analyzed the relationship between metacognitive abilities and schooled kids’ performance in the Tower of Hanoi (ToH), in a sample of 30 children between 9 and 11 years. ToH was presented in a digital version of four discs, to be played on a computer, allowing the registration of movements, mistakes and time employed. An auto report questionnaire was used to explore planification, followage and evaluation metacognitive processes in problem solving. Results highlight positive meaningful correlations between kids’ performances in ToH and the metacognitive followage and evaluation functions. It was also found that participants with better performance made more movements and less mistakes. These results represent a new input to the analysis of the relationship between metacognition and kids’ problem-solving strategies.
References
Aurah, C., Koloi-Keaikitse, S., Isaacs, C., & Finch, H. (2011). The role of metacognition in everyday problem solving among primary students in Kenya. Problems of Education in the 21st Century, 30, 9-21. Recuperado de http://journals.indexcopernicus.com/abstract.php?icid=943466
Bassok, M., & Novick, L. (2012). Problem solving. In K. J. Holyoak and R.G. Morrison (Eds). Oxford Handbook of Thinking and Reasoning. New York: Oxford University Press.
Bryce, D., & Whitebread, D. (2012). The development of metacognitive skills: evidence from observational analysis of young children’s behavior during problem-solving. Metacognition Learning,7,197–217. DOI: https://doi.org/10.1007/s11409-012-9091-2
Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert and R. H. Kluwe, Metacognition, motivation, and understanding (65-116). Hillsdale, NJ: Lawrence Erlbaum.
Bull, R., Espy, K., & Senn, T. (2004). A comparison of performance on the Towers of London and Hanoi in young children. Journal of Child Psychology and Psychiatry, 45(4), 743-754. DOI: https://doi.org/10.1111/j.1469-7610.2004.00268.x
Bustamante, L., Cabas, M., y Cerchiaro, E. (2020). Prototipo digital de las torres de Hanoi: una herramienta STEAM. Ponencia presentada en el VII Simposio Internacional de Currículo y Políticas Educativas, “Desafíos de la educación en el contexto de la nueva realidad”. Facultad de Educación, Universidad del Magdalena, Santa Marta, Colombia.
Cerchiaro, E., Sánchez, L., Herrera, J., Arbeláez, M., & Gil, H. (2011). Un acercamiento a la metacognición y la comprensión lectora en estudiantes universitarios de México y Colombia. Santa Marta, Colombia: Unimagdalena. DOI: https://doi.org/10.2307/j.ctt1zk0mhc
Cerchiaro, E., & Puche, R. (2018). Funcionamientos inferenciales en niños caminadores: un acercamiento al microdesarrollo en una tarea de resolución de problemas. Revista Colombiana de Psicología, 27, 117-135. DOI: https://doi.org/10.15446/rcp.v27n2.66054
Cheng, P. (1993). Metacognition and Giftedness: The State of the Relationship. Gifted Child Quarterly,37(3), 105-112. DOI: https://doi.org/10.1177/001698629303700302t
Clavijo, O.E., & Hernández-Peña, J. (2012). Procesos cognitivos asociados a la planificación (metacognición) que realizan los niños y niñas entre cinco y siete años para solucionar problemas lógico-matemáticos (Tesis de Maestría). Universidad de Manizales y CINDE, Colombia.
Danesi, M. (2004). The Liar Paradox and the Towers of Hanoi: The ten greatest Math puzzles of all time. New Jersey: John Wiley & Sons Inc.
Departamento Administrativo Nacional de Estadística [DANE]. (2019). Estratificación socioeconómica para servicios públicos domiciliarios. http://www.dane.gov.co/files/geoestadistica/Estratificacion_en_SPD.pdf
Díaz, P. (2005). Conciencia y metacognición. Avances en psicología latinoamericana, 23, 77-89. Recuperado de https://revistas.urosario.edu.co/index.php/apl/article/view/1243
Díaz, A., Martín, R., Jiménez, J., García, E., Hernández, S., & Rodríguez, C. (2012). Torre de Hanoi: datos normativos y desarrollo evolutivo de la planificación. European Journal of Education and Psychology, 5(1), 79-91. Recuperado de https://www.redalyc.org/pdf/1293/129324775007.pdf
Efklides, A., Schwartz, B., & Brown, V. (2018). Motivation and affect in self-regulated learning: Does metacognition play a role? In D. H. Schunk & J. A. Greene (Eds.), Educational psychology handbook series. Handbook of self-regulation of learning and performance (64–82). Routledge/Taylor & Francis Group.
Escolano-Pérez, E., Herrero-Nivela, M., & Anguera, M. (2019). Preschool metacognitive skill assessment in order to promote educational sensitive response from mixed-methods approach: complementarity of data analysis. Frontiers in psychology, 10, 1298. DOI: https://doi.org/10.3389/fpsyg.2019.01298
Escorcia, D., Passerault, J., Ros, C., & Pylouster, J. (2017). Profiling writers: analysis of writing dynamics among college students. Metacognition Learning 12, 233–273. DOI: https://doi.org/10.1007/s11409-016-9166-6
Flavell, J. (1976). Metacognitive aspects of problem solving. In: L. Resnick, (Ed.). The nature of intelligence (p. 231-236). Hillsdale: Lawrence Erlbaum.
Flavell, J. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34 (10), 906-911. DOI: https://doi.org/10.1037/0003-066X.34.10.906
Flavell, J. (2000). El desarrollo cognitivo. Madrid: Visor.
Flores, J., Ostrosky, F., & Lozano, A. (2014). BANFE-2, Batería Neuropsicológica de Funciones Ejecutivas y Lóbulos Frontales, 2ª Edición. México: Manual Moderno.
Flores Olvera, D. M., & Pacheco Sosa, C. (2020). Metacognition and problem-resolution for College Students. EDUTECH REVIEW. International Education Technologies Review, 7(1), 67-80.DOI: https://doi.org/10.37467/gka-revedutech.v7.2581
Fireman, G., Kose, G., & Solomon, M. (2003). Self-observation and learning: the effect of watching oneself on problem solving performance. Cognitive Development, 18, 339–354 DOI: https://doi.org/10.1016/S0885-2014(03)00038-8
García, A., Enseñat, A., Tirapu, J., & Roig, T. (20009). Maduración de la corteza prefrontal y desarrollo de las funciones ejecutivas durante los primeros cinco años de vida. Neurología, 48(8), 435-440. Recuperado de https://pesquisa.bvsalud.org/portal/resource/pt/ibc-128090
Guevara, M., Rizo, L., Robles, F., & Hernández, M. (2012). Prefrontal–parietal correlation during performance of the towers of Hanoi task in male children, adolescents, and young adults. Developmental Cognitive Neuroscience, 2, 129–138. https://doi.org/10.1016/j.dcn.2011.05.002
Howard, B., McGee, S., Shia, R., & Hong, N. (2001). The Influence of Metacognitive Self-Regulation and Ability Levels on Problem Solving. Paper presented to the American Educational Research Association: Seattle.
Instituto Colombiano para la Evaluación de la Educación – ICFES. (2017). Publicación de resultados Saber 3°, 5° y 9°. Recuperado de: http://www2.icfesinteractivo.gov.co/ReportesSaber359/
Kuhn, D. (2000). Metacognitive Development. Current Directions in Psychological Science, 9(5):178-181. DOI: https://doi.org/10.1111/1467-8721.00088
Khun, D., & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into practice, 43, 268-273. https://doi.org/10.1207/s15430421tip4304_4
Lee, B., Koh, K., Cai, L., & Quek, L. (2012). Children's use of meta-cognition in solving everyday problems: Children's monetary decision making. Australian Journal of Education, 56(1), 22-39. Recuperado de: https://researchdirect.westernsydney.edu.au/islandora/object/uws:13183
León-Carrión, J & Barroso, J. (2001). La torre de Hanoi/Sevilla: una prueba para evaluar las funciones ejecutivas, la capacidad para resolver problemas y los recursos cognitivos. Revista española de neuropsicología, 3(4), 63-72. Recuperado de https://dialnet.unirioja.es/servlet/articulo?codigo=2011183
Marić, M., & Sakač, M. (2018). Metacognitive components as predictors of preschool children’s performance in problem-solving tasks. Psihologija, 51(1), 1-16. DOI: https://doi.org/10.2298/PSI161123007M
Mayoral, S., Roca, M., Timoneda, C., y Serra, M. (2015). Mejora de la capacidad de planificación cognitiva del alumnado de primer curso de Educación Secundaria Obligatoria. Aula Abierta, 43, 9–17. DOI: http://doi.org/10.1016/j.aula.2014.10.001
Mayoral-Rodríguez, S., Timoneda-Gallart, C., & Pérez-Álvarez, F. (2018). Effectiveness of experiential learning in improving cognitive Planning and its impact on problem solving and mathematics performance / Eficacia del aprendizaje experiencial para mejorar la Planificación cognitiva y su repercusión en la resolución de problemas y el rendimiento matemático. Cultura y Educación, 30(2), 308-337, DOI: https://doi.org/10.1080/11356405.2018.1457609
Minguela, M., Solé, I., & Pieschl, S. (2015). Flexible self-regulated reading as a cue for deep comprehension: evidence from online and offline measures. Reading and Writing, 28(5), 721-744. DOI: https://doi.org/10.1007/s11145-015-9547-2
Monkevičienė, O., Vildžiūnienė, J., & Valinčienė, G. (2020). The Impact of Teacher-Initiated Activities on Identifying and Verbalizing Ways of Metacognitive Monitoring and Control in Six-Year-Old Children. Research in Social Sciences and Technology, 5(2), 72-92.
Moreno, A. (1995) Autorregulación y solución de problemas: un punto de vista psicogenético. Infancia y Aprendizaje, 18 (72), 51-70, DOI: https://doi.org/10.1174/02103709560561159
Moreno, M., & Guidetti, M. (2018). Do we Plan through Gestures? Evidence from Children, Adolescents and Adults in Solving of Tower of Hanoï Task. Universitas Psychologica, 17(2). 1-13. DOI: https://doi.org/10.11144/Javeriana.upsy17-2.pgec
Morrison, R. (2014). Problem solving. In M. Aminoff & R. Daroff (Eds.), The encyclopedia of the neurological sciences, 2nd edition, vol. 3, (978-980). Oxford UK: Academic Press.
OCDE (2017). Marco de Evaluación y de Análisis de PISA para el Desarrollo: Lectura, matemáticas y ciencias. Versión preliminar, OECD Publishing, Paris. Recuperado de: http://www.oecd.org/pisa/aboutpisa/ebook%20-%20PISAD%20Framework_PRELIMINARY%20version_SPANISH.pdf
Otálora, Y. (2019). El Análisis Cognitivo de Tareas como estrategia metodológica para comprender y explicar la cognición humana. Universitas Psychologica, 18(3), 1-12. Recuperado de: https://revistas.javeriana.edu.co/index.php/revPsycho/article/view/27550
Özcan, Z.C., & Gümüs ̧ A. E. (2019). A modeling study to explain mathematical problem-solving performance through metacognition, self-efficacy, motivation, and anxiety. Australian Journal of Education, 63(1),116–134. DOI:
https://doi.org/10.1177/0004944119840073
Patel, J. (2017). Novel metacognitive problem-solving task for 8- to 11-year-old students (Masters thesis). University of Cambridge. DOI: https://doi.org/10.17863/CAM.36091
Pennequin, V., Questel, F., Delaville, E., Delugre, M., & Maintenant, C. (2019). Metacognition and emotional regulation in children from 8 to 12 years old. British Journal of Educational Psychology, 90, 1-16 DOI: https://doi.org/10.1111/bjep.12305
Piaget, J. (1985). La toma de conciencia. Tercera edición. Madrid: Morata.
Ricker, A.A., & Richert, R. A. (2021). Digital gaming and metacognition in middle childhood. Computers in Human Behavior, 115, 106593. DOI: https://doi.org/10.1016/j.chb.2020.106593
Robson, S. (2016). Self-regulation and metacognition in young children: Does it matter if adults are present or not? British Educational Research Journal, 42(2), 185–206. DOI: https://doi.org/10.1002/berj.3205
Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. Recuperado de https://link.springer.com/article/10.1007/s11165-005-3917-8
Valenzuela, A. (2019). ¿Qué hay de nuevo en la metacognición? Revisión del concepto, sus componentes y términos afines. Educ Pesqui.,45, 1-20 DOI: http://doi.org/10.1590/S1678-4634201945187571
Veenman, M., Van Hout-Wolters, B., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition Learning 1, 3–14. DOI: https://doi.org/10.1007/s11409-006-6893-0
Wellman, H. (1985). The origins of metacognition. In D.L. Forrest-Pressley, G.E. Mc Kinnon and T.G. Waller (eds), Metacognition, Cognition and Human Performance (Vol. 1 Theoretical Perspectives). London: Academic Press.
Whitebread, D., & Basilio, M. (2012). Emergencia y desarrollo temprano de la autorregulación en niños preescolares. Revista de curriculum y formación del profesorado, 16 (1), 15-34 Recuperado de http://hdl.handle.net/10481/23015
Zhao, N., Teng, X., Li, W., Li, Y., Wang, S., Wen, H., & Yi, M. (2019). A path model for metacognition and its relation to problem‐solving strategies and achievement for different tasks. ZDM, 51, 641–653.DOI: https://doi.org/10.1007/s11858-019-01067-3
Zook, N., Davalos, D., DeLosh, E., & Davis, H. (2004). Working memory, inhibition, and fluid intelligence as predictors of performance on Tower of Hanoi and London tasks. Brain and cognition, 56(3), 286-292. DOI: https://doi.org/10.1016/j.bandc.2004.07.003