شبكة المعلومات العربية التربوية

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.(Pubished Abstract)