Teahing approach based on questioning: Improvement of metacognition and decision making
Poster Presentation
Paper ID : 1513-12THCONG
Oral / Poster Presentation File: 1513-12THCONG.jpg
Authors
1Assistant Professor in Motor Behavior, Faculty of Physical Education, Shams Higher Education Institute, Gonbad kavoos, Iran
2Assistant Professor in Motor Learning, Department of Motor Behavior and Sport Management, Faculty of Physical Education, Urmia University, Urmia, Iran
3Professor in Motor Behavior, Department of Motor Behavior and Sport Management, Faculty of Physical Education, Urmia University, Urmia, Iran
4MS in Motor Behavior, Shams Higher Education Institute, Gonbad Kavoos, Iran
Abstract
metacognition is a high level of thinking that is important to learning skills transfer of knowledge. Furtheremore, it has been suggested when students gain more metacognitive knowledge, they will be able to transfer this knowledge to new areas of learning. According to the researchers, metacognition is teachable and it seems that teaching approaches that engage the learner in learning process actively, causes metacognition development. One of the learner_centered teaching approachs is Teaching Games for Understanding and includes the questioning process in modified games fields. According to research results, this approach has a better effect on game performance and also in development of metacognitive behavior in sport. Assuming that, this approach improves game performance, decision making and metacognition, does this ability improve individuals performance in new situation and their efficiency in utilization of the key points associated with these situations?
The aim of the study was to examine the effectiveness of the TGFU in promoting metacognition and transfer of decision making in same and different category sport games.
fifty-nine students in sixth elementary school participated in this study. The criterion for entry into the study was an initial test of basketball, handball and volleyball performance. People who were beginners in each of three games were selected and then entered in basketball training course for 18 sessions and every group played according to their particular training schedule. After that, subjects participated in basketball post-test and handball and volleyball transfer test. Then, the groups received important equal information about logic, purposes and primery strategies in handball and volleyball. After that they took part in the handball and volleyball second transfer test. The MAPAS and GPAI was used to assess metacognition and decision making related to game performance.
the results showed there is a significant difference between two groups in metacognition and also decision making related to performance of basketball and volleyball games. The results imply that teaching approach based on questioning could improve metacognition and better decision making in new situations.
The aim of the study was to examine the effectiveness of the TGFU in promoting metacognition and transfer of decision making in same and different category sport games.
fifty-nine students in sixth elementary school participated in this study. The criterion for entry into the study was an initial test of basketball, handball and volleyball performance. People who were beginners in each of three games were selected and then entered in basketball training course for 18 sessions and every group played according to their particular training schedule. After that, subjects participated in basketball post-test and handball and volleyball transfer test. Then, the groups received important equal information about logic, purposes and primery strategies in handball and volleyball. After that they took part in the handball and volleyball second transfer test. The MAPAS and GPAI was used to assess metacognition and decision making related to game performance.
the results showed there is a significant difference between two groups in metacognition and also decision making related to performance of basketball and volleyball games. The results imply that teaching approach based on questioning could improve metacognition and better decision making in new situations.
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