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Engaging Adolescent Students’ Metacognition Through WebQuests: A Case Study of Embedded Metacognition

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Metacognition: Fundaments, Applications, and Trends

Part of the book series: Intelligent Systems Reference Library ((ISRL,volume 76))

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Abstract

This chapter is a case study which examines how graduate teacher-education students designed WebQuests (WQs) that engaged their students metacognitively through embedded activities. As a course requirement, students created their own WQs for their adolescent students after having engaged in one and learning about metacognition from both the perspectives of a teacher and a student. The results showed various types of metacognition were embedded at both the junior high (JH) and high school (HS) levels. Both executive management metacognition (EMM) and strategic knowledge metacognition (SKM) were embedded at both school levels. In addition to individual metacognition, metacognitive activities were embedded in a social context, involving pair and group assignments. Sometimes metacognition was required, while other times it was expected. Metacognition was embedded in several WQ components, especially tasks, process, evaluation and conclusions. Conclusion-component metacognitive embeds were generally expected but not required, while metacognitive embeds in the tasks, process and evaluation components were more often required. Affective self-reflections (ASRs) were also embedded in the WQs at both school levels. Implications for future research and designing WQs to maximize metacognitive engagement are discussed.

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Abbreviations

A:

Let’s learn about the smallest thing in the earth (Atom)

AF:

If you don’t become an actor you’ll never be a factor

ASR:

Affective self-reflection

BC:

Building character: preparing for role

CD:

Show me your neighborhood: A quest for cultural diversity

DC:

Demystifying the cell

EbM:

Embedded metacognition

EMM:

Executive management metacognition

F:

Life before the rocks: A theatrical journey to Grosse-Ile (Famine)

GM:

As Mt. Olympus turns: Greek mythology, a soap opera

GG:

Let’s get the groove going!

HS:

High school

JH:

Junior high

M:

Machinima: What is it, why you might care and how can it help you in your English lit and theater classes

MLK and MX:

Martin Luther King and Malcolm X have something to say to you!

N:

Lessons of Nanook from yesterday to today

Nu:

Number systems: Does 11 = 11, 3 or 17?

PWQ:

Piaget WebQuest

RT:

Right triangles are your friends!

S:

Cut it out: printmaking with stencils

SCW:

Viva la revolucion: Spanish civil war and better understand the house of Bernarda Alda

SM:

Social metacognition

SKM:

Strategic knowledge metacognition

WBS:

White school—black school: Melba Patillo, integration and the Little Rock 9

WQ/WQs:

WebQuest/WebQuests

WS:

Writing to show—not tell

WW:

Why write?

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Authors and Affiliations

  1. The City College of New York, New York, NY, USA

    Hope J. Hartman

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Correspondence to Hope J. Hartman .

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  1. World Outreach Light to the Nations Ministries, Instituto Politécnico Nacional, Escuela Superior de Ingeniería Mecánica y Eléctrica, Zacatenco, Mexico City, Mexico

    Alejandro Peña-Ayala

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Hartman, H.J. (2015). Engaging Adolescent Students’ Metacognition Through WebQuests: A Case Study of Embedded Metacognition. In: Peña-Ayala, A. (eds) Metacognition: Fundaments, Applications, and Trends. Intelligent Systems Reference Library, vol 76. Springer, Cham. https://doi.org/10.1007/978-3-319-11062-2_6

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  • DOI: https://doi.org/10.1007/978-3-319-11062-2_6

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