Assignment 1

Annotated Bibliography

PRED 320-Spring 2021

Name and Number: Simge Çiçek 2017108132

Course Title and Number: PRED 320

Template for the Annotated Bibliography

Read the abstract or summary to determine relevance.

a. Skim entire article and make mental notes of main points.
b. Write a complete bibliographic reference (Provide a full reference of the article
adhering the APA formatting)

Çini,A., Malmberg,J. & Järvelä,S. (2020). How individual metacognitive awareness

relates to situation-specific metacognitive interpretations of collaborative
learning tasks. Educational Studies. Advance online publication.
https://doi.org/10.1080/03055698.

Scope (Identify the research topic and context, what they are trying to do?)
a. Annotate or summarize the source.
b. Include the main points of an author’s opinion.
c. State the problem, research questions and /or hypotheses
Metacognition is one of the main goal of improve students’ learning
outcomes. The issue of not aware of the individuals’ own metacognition
process leads to ineffective evaluation of their learning situation. Article
gives several examples of previous research results about individuals’
who have metacognitive awareness and necessary abilities to control and
monitor their learning progress are prone to show higher academic
skills. According to article, individuals’ metacognitive awareness is
highly connected to their interpretations and beliefs towards task and
learning circumstances. As a result of this, this article main point is to
analyze the relationship between learners’ metacognition awareness and
 their task interpretations on the subject of collaborative learning. The
author’s core intent is to examine how metacognitive awareness
influence individual’s situation-specific perceptions about task and
learning results with regard to collaborative learning. In the light of
these purposes, the authors provide several research questions. The first
research question examines the relationship between learners’ views
about metacognition which is associated with their situational
perceptions of task complexity and task recognizing in the collaborative
learning. The second question focuses on differences in learner’s
situational perceptions towards task performance during the
collaborative learning process. The last question underlines that how is
affected individuals’ learning process by their metacognitive perceptions
and situational evaluations of task performance.

Research methods and design of the study

a. Participants; There were 92 upper elementary school students which 58
females, 36 males and their aged 13 to 14.
b. Instruments; Metacognitive awareness inventory (MAI), Situated self-
report by 6Q tools, Knowledge tests
c. Procedure; Firstly, the teacher described the task in terms of the flipped
classroom. Then, students completed the 6Q questionnaire. After that,
they started the study on the collaborative physics task. Finally, they
again completed the 6Q questionnaire and actualized knowledge test.
d. data analysis (statistical analyses): In this study, parametric tests which
are Pearson correlation analysis, Paired-Sample T-test, and generalized
estimating equations used.
.

Findings of the study

a. Conclusions (State the overall finding -main findings /significance of the

research)
b. Include any thoughts that come to your mind.
c. Note disagreements, questions you may have, and anything that is not
 clear to you.
The authors provide results of their research questions that mentioned in earlier. The first
question was trying to understand the relationship between learners’ metacognitive views
and their situational perceptions of task performance and they found a meaningful
relationship between them. The individuals’ metacognitive thoughts influence their
interpretations. Especially, conditional knowledge plays a huge role in this meaningful
relationship. The second research question results are that especially after the collaborative
learning individuals’ interpretations of task performance progressed. The last question
results showed that individuals’ interpretations of the task performance anticipate their
learning outcome not their metacognitive views directly. The final part of the results in this
article is not very clear to me because I could not understand the role of metacognitive
beliefs’ role predicting learning outcomes very effectively. At the same time, I thought
about several questions in the light of understanding students’ metacognitive awareness
process and its unique characteristics and creating tools for improving these skills. What
can we do for our classes during collaborative learning and group works? How can we
develop students’ task understanding?

Limitations
a. Were there any limitations that limit its generality and applicability?
There are five limitations in this study. The first one is using limited number of participants
that affected the generality of this research. The second is testing effect which the difficulty
of using pre-test for causing biased results because of the external validity. The third
limitation is having not any measurement to specify which students’ task understanding
progressed. The fourth and fifth limitations are linked each other because of the
methodological insufficiencies. In order to measure collaborative learning circumstances,
we have to use different type of analytical tool which is suggested interaction analysis.
Also the researchers could not use any post measures for observing metacognitive
perceptions. The future studies can offer more awareness tools for measuring individuals’
metacognitive views.

Reflection (explain how this work illuminates your topic or how it will fit in with your
research)
a. Is it a useful source?
The articles and resources about learners’ metacognitive awareness characteristics
 are not enough for people who want to study about this topic. Therefore, this
research provides several prompts about other professionals to start somewhere.

b. Is the information reliable?

Yes, there are stable and consistent results. I did not observe any inconsistent
results that do not match research’s purposes.

c. Is this source biased or objective?

This study is objective in terms of its statements, evidences, and results. I could not
find any personal judgments and beliefs. The topic is supported by theories and
previous researchers.

d. How can you use this source in your research project?

I can benefit from the limitations of this study and develop tools for assessing
metacognitive beliefs. We can make a replicated study by changing the sample. The
references can be useful for searching another articles and previous researches about
metacognitive beliefs and collaborative learning.