The slide presents a title on the effectiveness of a metacognitive training program in enhancing critical thinking skills. It includes authorship by Ahmed Falah Al-Alwan and Khitam Alghazo, publication details from the Journal of Educational Sciences at Qatar University in 2007, and preparation notes by [Your Name] for [Course / Date].

The Effectiveness of a Metacognitive Training Program on Critical Thinking

Authors: Ahmed Falah Al-Alwan & Khitam Alghazo Journal: Journal of Educational Sciences – Qatar University (2007) Prepared by: [Your Name] – [Course / Date]

Source: journals.qu.edu.qa

The slide introduces metacognitive thinking as the process of "thinking about your thinking," highlighting its importance in fostering critical thinking over mere rote learning. It outlines the paper's aim to test whether metacognitive training can enhance critical thinking skills.

Introduction to the Paper

• Define metacognitive thinking as 'thinking about your thinking'.
• Emphasize importance: critical thinking over rote learning.
• Aim: Test if metacognitive training improves critical thinking skills.

Source: Journal of Educational Sciences – Qatar University (2007)

University students often depend on rote learning, which hinders deep comprehension and the development of metacognitive skills crucial for critical thinking. The proposed solution is to create and apply a metacognitive training program focused on planning, monitoring, and evaluating thought processes, with a research question exploring whether it significantly enhances critical thinking in these students.

Problem and Proposed Solution

Source: Journal of Educational Sciences – Qatar University (2007)

The study employs a quasi-experimental design featuring pre-test and post-test assessments with a control group, involving 72 university students divided between experimental and control groups. It includes 16 training sessions covering 13 topics on planning, monitoring, and evaluating, with critical thinking measured via the Watson-Glaser Critical Thinking Test and data analyzed using ANCOVA.

Methodology

• Quasi-experimental design: pre-test/post-test with control group.
• Participants: 72 university students in experimental and control groups.
• 16 training sessions on 13 topics (planning, monitoring, evaluating).
• Measurement: Watson–Glaser Critical Thinking Test.
• Data analysis: ANCOVA.

Metacognitive training led to significant improvements in critical thinking scores among participants. No notable differences were found based on gender, college affiliation, or education level.

Results

• Metacognitive training significantly improved critical thinking scores.
• No significant differences observed by gender.
• No significant differences by college affiliation.
• No significant differences by education level.

Source: Journal of Educational Sciences – Qatar University (2007)

Metacognitive training improves critical thinking skills in various groups, so universities should incorporate these skills into their curricula. Future studies should investigate its effects in different countries, educational levels, and areas like problem-solving and creativity, embracing metacognition to empower learning.

Conclusion and Implications

- Metacognitive training enhances critical thinking across diverse groups.

• Universities should integrate metacognitive skills into curricula.
• Future research: Explore in other countries, school levels, and outcomes like problem-solving and creativity.

Embrace metacognition for empowered learning.

Source: The Effectiveness of a Metacognitive Training Program on Critical Thinking by Ahmed Falah Al-Alwan & Khitam Alghazo, Journal of Educational Sciences – Qatar University (2007)