Does Metacognitive Reflection Benefit Art Students?
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| Title: | Does Metacognitive Reflection Benefit Art Students? |
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| Language: | English |
| Authors: | Howe, Eric E. |
| Source: | International Dialogues on Education: Past and Present. 2019 6(2):139-163. |
| Availability: | International Dialogues on Education: Past and Present. Otto von Guericke University Magdeburg, Faculty of Humanities Social Science & Education, Zschokkestr. 32, 39104 Magdeburg Germany. Web site: https://www.ide-journal.org/ |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Metacognition, Art Education, Vocabulary Development, Academic Language, Comparative Analysis, Student Attitudes, Feedback (Response), Scores, Reflection, Educational Benefits, Pretests Posttests, Teaching Methods, Academic Achievement, Intelligence, Self Esteem, Middle School Students, Retention (Psychology) |
| Geographic Terms: | Washington |
| ISSN: | 2198-5944 |
| Abstract: | The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students' ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1245316 |
| Database: | ERIC |
| Abstract: | The study of art, especially perspective, involves the use of specialized vocabulary words which can be difficult to learn. Metacognitive reflection (MR) offers a method to improve student learning of academic language. Teacher feedback on students' reflections provides additional benefits. This quasi-experimental study measured the influence of MR and teacher feedback on students' ability to learn and retain academic language. This study was conducted three separate times, to improve validity. While the MR treatment groups attained and maintained greater mean gains overall, post-hoc tests revealed that differences between groups in two of three studies were not statistically significant. The groups who engaged in reflection with feedback added a weighted mean gain of d = 0.37 to their posttest score beyond that of the comparison groups. This finding provides moderate evidence for the efficacy of practicing reflection with feedback. |
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| ISSN: | 2198-5944 |
