University of Bahrain
Scientific Journals

Innovation in Teaching and Learning through Problem Posing Tasks and Metacognitive Strategies

Show simple item record Ghasempour, Zahra Bakar, Nor Jahanshahloo, Golam Reza 2018-08-02T07:05:18Z 2018-08-02T07:05:18Z 2013
dc.identifier.issn 2210-1543
dc.description.abstract Problem posing and metacognitive activities in teaching-learning materials can be incorporated in student-centred teaching methods. In the other word , these tasks involve learners in specific learning process by shifting of responsibility generating new problem and reformulating given problem from teachers to students through "Inquiry - based -learning " environment. In this respect, teachers as facilitators of learning must be able to create tasks with suitable situations which engage their students in problem posing activities and improve them in this challenge via the scaffolding such as metacognitive approaches. Therefore, this paper discusses some initial findings of our research related to classification of problem posing and metacognitive activities. These effectiveness instructions may encourage educators for embedding pupils in problem posing and metacognition activities during classroom interactions. en_US
dc.language.iso en en_US
dc.publisher University of Bahrain en_US
dc.rights Attribution-NonCommercial-ShareAlike 4.0 International *
dc.rights.uri *
dc.subject Innovation Teaching
dc.subject Metacognitive Strategies
dc.title Innovation in Teaching and Learning through Problem Posing Tasks and Metacognitive Strategies en_US
dc.type Article en_US
dc.volume 01
dc.issue 01
dc.source.title International Journal of Pedagogical Innovations
dc.abbreviatedsourcetitle IJPI

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