Toward a Competence Model for Graphical Modeling

Guiding theme of the ongoing reformation movement of the education system in Germany catalyzed by the OECD Programme for International Student Assessment is standardization. Educational standards are developed for all grades of school up to university level with a focus on the core subjects, reading, mathematics and scientific literacy [1]. Starting basis for the elaboration of standards are competence models, where competence is conceived according to Weinert [2] as "a roughly specialized system of abilities, proficiencies, or individual dispositions to learn something successfully, to do something successfully, or to reach a specific goal." As for computer science education, most of the existing approaches to competence models are of pragmatical nature, based on years of teaching experience. Although plausible and well thought out most of these models neither are concerted nor verified. This research work introduces a methodology of constructing a competence model from exercise characteristics by means of empirical statistical analysis. Exemplified by theoretical computer science in secondary education, it is exposed how hypotheses on the dimensional structure of a competence model are theoretically founded and empirically verified. The proceeding roughly breaks down into five steps. First step is the identification and classification of the characterizing attributes of task difficulty. "Characteristics" may be the closeness to the student?s realm of experience, the level of abstraction or complexity of the content, the level of formalization or redundancy of the task setting, or the level of cognitive process. Second step is the generation of hypotheses on the dimensional structure of a competence model, based on classification of the characteristics. For this purpose, the attributes are bundled to theoretically homogeneous groups according to criteria like "concerning the task setting, the curricular content or the learner activity". It is postulated that each competence dimension is composed of one group of characteristics, just as spectral colors are combined from primary colors. Step three is the implementation of an empirical study to gather empirical data on students? abilities along the characteristics. Step four is a statistical data analysis in order to verify the dimensional structure. Factor analysis appears to be an appropriate statistical technique for analyzing the correlations between the characteristics and bundle them to a small number of underlying dimensions, called factors. Since a factor shows, e.g., large correlation with the characteristic level of formalization and medium correlation with the characteristic redundancy of the task setting, it may be interpreted as their common factor, describing the portion of task difficulty emerging from the task setting. As step five it is proposed to cluster the competence profiles, referring to the factors. Typical competence profiles resulting from cluster analysis may be expressed in terms of characteristics to provide an individual competence diagnosis that is both meaningful and comprehensible. The following two examples are profiles of minimum and maximum competence level, to be fulfilled by every student (a) and to be attained only by high performing students (b) respectively: (a) The learners model a course of action close to their realm of experience (e.g., traffic lights) by using automata. If textually specified, algorithms are recalled and properly applied. (b) The learners model a problem beyond their experience (e.g., syntax check of arithmetic expressions) by using automata. Even if formally specified, problems are analyzed and appropriate algorithms are created.

The purpose of this study was to determine the impact of Modified Multi-component Cognitive Strategy Instruction on the metacognitive strategy knowledge used for the comprehension process of descriptive texts for stu- dents with mild mental retardation (MMR). Three students with MMR from inclusive classes participated in the study. The study was designed using a qualitative method. In order to collect data, students were interviewed via the metacognitive interview format before and after the application of the intervention, and content analysis was used to analyze the data. Results of the study indicated that there was a positive change in text comprehension related to the metacognitive knowledge of the students between pre and post instruction. Results were discussed and recommendations relating to the implementation, as well as additional studies, were presented.Key WordsMulti-component Cognitive Strategy Instruction, Metacognitive Knowledge, Reading Comprehension, Students with Mental Retardation, Text Comprehension.Text comprehension is a complex process in which different levels of cognitive and metacognitive skills like predicting, identifying main ideas, questioning, correlating information units, summarizing, organizing and evaluating performance during the comprehension process are used (Alexander & Jetton, 2000; Baker & Brown, 2002; Gersten, Fuchs, Williams, & Baker, 2001; Westby, 2004). Text comprehension depends on the reader's usage of before, during and after reading cognitive strategies and the metacognitive strategies that guide the self- monitoring of his/her comprehension to regulate the reading strategies according to his/her reading goals during this period (Alexander & Jetton, 2000; Baker & Brown, 2002).During the reading process, competent readers use cognitive strategies to comprehend the text (Duke, 2003; Pressley & Hilden, 2002). Studies of the competent readers' comprehension strategies via interviews show that these readers use a variety of cognitive strategies before, during and after reading (Pressley, 2002; Pressley & Afflerbach, 1995), as well as metacognitive strategies (Pressley & Gaskins, 2006). Some of these strategies can be listed as (a) setting a goal before reading (Pressley & Gaskins, 2006), (b) underlining important information units, note-taking and identifying the meaning of unknown words for during reading (Otero, 2002; Pressley & Gaskins, 2006; Westby, 2004), (c) reviewing, re-reading or re-examining the important parts of the text for comprehension, and self-questioning for after reading (Pressley, Symons, McGoldrick, & Snyder, 1995). On the other hand, it is stated that the readers with poor cognitive and metacognitive strategies (a) start to read without considering the content, (b) have problems with setting a reading goal, (c) cannot follow a systematic way about how to read, and (d) do not know what should be done when they don't comprehend the text (Cakiroglu, 2007; Gelen, 2003).Metacognitive ability refers to the ability to manage and control one's cognitive activities and evaluate whether or not they are performing them successfully (Gersten et al., 2001). Metacognition in reading comprehension is an individual's control and awareness on self-monitoring and self-regulating the cognitive skills for interpreting a text (Caron, 1997). There are three types of metacognitive knowledge (Paris, Lipson, & Wixson, 1983; Schunk, 2001). These are declarative knowledge, procedural knowledge and conditional knowledge. Declarative knowledge addresses the stable knowledge of a person about his/her task structure and goals. Procedural knowledge is about how the strategies are performed. On the other hand, conditional knowledge includes the application and adaptation of strategies to accommodate various conditions (Jacops & Paris, 1987; Paris et al., 1983). During the reading process, readers who don't have any metacognitive knowledge about strategies cannot use appropriate comprehension strategies (Bakes & Brown, 1984) or manage the comprehension process (DeBoy, 1991; Dermitzaki, Andreou, & Paraskeva, 2008; Short, 1992). …

ABSTRACT. The authors investigated the development of metacognitive skill (MS) of 43 children from preschool to the 2nd grade (6-8 years of age) in a problem-solving situation. The children's skill to direct, guide, and monitor their performance in a play-like problem-solving context was evaluated in 3 experimental groups of preschool children with high, average, or low metacognitive knowledge (MK). The development of MS was further compared with the development of general MK of the same children. The results showed that children with initially high MK had better MS in problem-solving tasks during the 1st 2 school years, whereas the self-guided behavior of children with lower MK resembled more the type of adult-dependent behavior typical of young children as late as the 2nd grade. However, there was no clear developmental relationship between MK and MS. A number of cases from the data are described to illustrate individual differences.

Limited studies have been conducted on delineating the rationale behind individual differences in children developing metacognitive knowledge, as well as reading and writing proficiency. This study examined the dynamics of children's development of metacognitive knowledge as well as reading and writing proficiency during their progression from Grade 1 to Grade 6. A total of 420 students participated in the study, who were tested 6 times to assess their metacognitive knowledge, reading, and writing proficiency. The participants were invited to complete three tests: metacognitive knowledge, reading, and writing, which were administered at the end of each grade year. Three variables (i.e., metacognitive knowledge, reading, and writing) showed high stability and increasing variance over time. These findings suggest individual differences in children's development of metacognitive knowledge, as well as reading and writing proficiency. Students' metacognitive knowledge grew more quickly among those who entered primary school with already strong metacognitive skills; the same was true for their reading and writing development. Results also revealed predictive effects of students' metacognitive knowledge on their reading and writing performance. Implications are discussed based on these findings.

This paper articulates a developmental model for how individuals relate to religious difference. We begin by reviewing scholarly work on multicultural competencies and initial research on religious diversity. To provide a framework for our model, we explore the Developmental Model of Intercultural Sensitivity and its relationship to research within the psychology of religion. The review closes by examining and critiquing a preliminary model of interreligious sensitivity. From this multi-faceted review, we propose a developmental model of interreligious competence and suggest key psychological capacities that undergird the model. Two case studies ground the theory before we explore future directions for research. Throughout, we consider the philosophical issues of alterity that shape encounters with religious diversity. By developing this model of interreligious competence, this article aims to provide a framework to help psychologists and other human service professionals become more effective in their interactions across religious difference.

본 연구는 치위생(학)과 학생들의 치과위생사 양성 교육과정 요소에 관한 인식을 조사하기 위해 2009년 4월부터 6월까지 치위생(학)과에 재학 중인 학생 934명을 대상으로 진행되었으며, PASW Statistics 18.0 프로그램을 이용하여 분석한 결과는 다음과 같다. 교육목표, 교육내용 선정, 평가에 있어 중부권이 가장 높게 수도권이 가장 낮게 나타났으며, 전문학사 학위과정이 학사학위 과정보다 높게 나타났다. 교육내용 조직은 중부권이 가장 높게 호남권이 가장 낮게 나타났으며, 학사학위 과정이 전문학사 학위과정보다 약간 높게 나타났다. 요소별로 살펴보면, 교육목표 요소는 직업교육, 도덕적 윤리적 요소에서 높게, 창의적 측면에서 낮게 나타났다. 교육내용선정 요소는 학습가능성에서 높게 내용의 타당성과 관련성에서 낮게 나타났다. 교육내용조직 요소는 계속성, 계열성, 통합성 순으로 나타났으며, 교육평가 요소는 학교평가 준거에서 높게, 국가시험 방법에서 가장 낮게 나타났다. The purpose of this study was to examine the awareness of dental hygiene students on the components of the dental hygiene curriculum. The subjects in this study were 934 dental hygiene students, on whom a survey was conducted in April and Jun, 2009. The collected data were analyzed by the statistical package PASW 18.0. The findings of the study were as follows: The students from the midsection of the nation put the highest value on educational objectives, selection of what to teach and evaluation, and the students from the metropolitan area set the lowest value on those components. The students who took junior college courses took a better view of those components than those who took college courses. In terms of the organization of what to teach, the students from the midsection of the nation rated it highest, and the students from the Honam area rated it lowest. And those who took college courses took a little better view of it than the students who took junior college courses. Among the components of the curriculum, the educational objective factor was rated higher in terms of vocational education, morality and ethics, and that was rated lower in terms of creativity. The selection of what to teach was rated higher in terms of learning possibility and was rated lower in terms of content validity and relevance. The organization of what to teach was rated highest in terms of continuity, followed by sequence and integration. The educational evaluation factor was rated higher in the area of school evaluation and was rated lowest in the area of national examinations.

Metacognitive knowledge (MK), skills (MS) and experiences (ME) and spelling skills were assessed in 2,095 first-year bachelor students. Two questionnaires were created for the present study, namely a prospective and a retrospective metacognition questionnaire. The Prospective Metacognition Questionnaire (PMQ) assessed students’ MK of the self as speller and students’ use of MS in spelling, namely checking of spelling. The Retrospective Metacognition Questionnaire (RMQ) assessed ME, namely feeling of confidence (FOC; metacognitive feeling) and estimate of the number of spelling errors (EOSE; metacognitive judgment). Also, a score showing the correspondence between the ratings of FOC and actual performance was calculated as well as a calibration index using the EOSE. At the performance level the type of spelling errors were analysed. Moreover, the relationship between spelling performance and MK, ME, and MS was studied to investigate if incompetent spellers had poor MK and MS, and less accurate ME. In addition, the “above-average effect” or the tendency of the average person to believe he or she is above average, was researched. Finally, the type of metacognitive measures (MK, MS, ME) that predicted most adequately proficient spelling was studied.

A model of hospitality leadership competency for frontline and director-level managers: Which competencies matter more?

Learner autonomy has become a key component of learner-centered English language education, emphasizing students’ responsibility for planning, monitoring, and evaluating their learning. However, empirical studies examining learner autonomy among senior high school students in the Indonesian EFL context remain limited. This study aims to investigate senior high school students’ perceptions of learner autonomy in English language learning. Using a quantitative research design, this study involved 55 senior high school students as participants, collected data through a questionnaire-based survey, and analyzed the data using descriptive statistical techniques. Using a cross-sectional survey design, this study involved 55 senior high school students from Public Islamic Senior High Schools in Bima Town, West Nusa Tenggara as participants. The data was collected through a questionnaire-based survey. The instrument is adapted from the learner autonomy perception questionnaire by Nguyen & Habok (2021) with five dimensions: (1) Belief about teachers’ role, (2) Motivation and desire, (3) Metacognitive knowledge in ELT, (4) Metacognitive skills in EL, and (5) Freedom, using 5 Likert scale. Further, the data were analyzed using descriptive statistical techniques. The findings revealed that students demonstrated generally positive perceptions of learner autonomy, by showing strong motivation and desire, well-developed planning, monitoring, and evaluating skills, and having many opportunities to learn. In conclusion, senior high school students in the Indonesian EFL context hold generally positive perceptions of learner autonomy, particularly in terms of motivation, metacognitive skills, and learning opportunities, within classroom learning environments.

This research intended to identify: (1) Student metacognition about reproduction health, (2) student critical thinking skill about reproduction health; (3) Student perception of sexual behaviour, (4) Parents’ and teachers’ guidance about reproduction health, (5) Teachers’ guidance about reproduction health, (6) The correlation among metacognitive, critical thinking, parents’ and teachers’ guidance about reproduction health into perception of sexual behaviour. This correlation study was conducted at Senior high schools in district Medan, North Sumatra Indonesia at 2013 academic year. Research instruments consist of metacognitive knowledge, metacognitive skill, critical thinking, parents’ and teachers’ guidance, and student perception of sexual behaviour that had been tested for validation, reliability, differential index and difficulty level. Data were analyzed through applied correlation analysis by using SPSS 21.0 for windows. The result of this study indicated that: (1) student metacognitive knowledge are moderately categorized as urban and rural while metacognitive skill are highly categorized for urban and rural; (2)student’s critical thinking are classified as moderate in urban and rural; (3) the student’s perception of sexual behaviour are moderate urban and rural;(4) parents’ guidance contributed moderately in urban and rural; (5) teachers’ guidance contributed moderately in urban and lowly in rural; (6) there is significant correlation between student perception of sexual behaviour and metacognition, critical thinking skill, parents’ and teachers’ guidance about reproduction health with Sig 0,049 < 0,05.

4 - Problem solving and metacognition

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Optimal temperature control of intermittently heated buildings using Model Predictive Control: Part I – Building modeling

<p style="text-align:justify">A Descriptive-correlational study was sought to investigate the influence of metacognition on the academic achievement and learning style of undergraduate students. Using the survey method, data was collected from a sample of 150 undergraduate students selected through a stratified random sampling technique which includes 50 students each from the three schools namely School of Humanities and Social sciences (HSS), School of Engineering (SOE), and School of Sciences (SOS) of Tezpur University. The tools used are five-point Likert-type Metacognitive skills scale and five-point Likert-type Learning Style Inventory. Academic Achievement of the students was measured based on the semester grade point average SGPA obtained in the semester examination. The data were analyzed using percentage, simple regression, multiple regression and one-way ANOVA. The result showed that only 34-36% of the undergraduate students have above-average metacognitive skills. The undergraduate students have equal preferences in all the five learning styles rather than focusing on one learning style. There is a significant difference between metacognition levels and academic achievement of the undergraduate students of SOS, HSS and SOE. The metacognitive skill explicates only 43% variability of academic achievement of the undergraduate students which implies that the undergraduate student’s metacognitive skills influence and determines their academic achievement to some extent. However, the undergraduate student’s learning style doesn’t account for variation in metacognitive skills. Thus, it is suggested that metacognitive skills should be integrated into curricular components and learning strategy which will help the students to monitor and regulate their own learning to meet the challenges of academic society.</p>

This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students' mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students' computational thinking and enhance their mathematical modeling skills.