Planning of Metacognitive Strategy-Based Natural Sciences Learning in Elementary Schools (original) (raw)
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Procedia - Social and Behavioral Sciences, 2012
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Metacognitive Attitude and Ability of Students and Teachers on Science Program Class
Metacognitive knowledge becames a target on Indonesia curriculum to improve the accomplishment of Indonesian students' higher order thinking skill. The study aimed to explore the metacognitive attitude and ability of teachers and students in Science Program Class. The study used survey research design. There were 166 students and 30 teachers involved in this study. The study found that more than 70% of students have did 36 attitudes of metacognitive, but 40%-50% of students rarely did four attitudes of metacognitive in their learning. All of teachers have done all aspect of metacognitive attitude in their teaching. However, teachers and students have low science metacognitive ability. The mean of metacognitive score test is around 0 to 33. No Significant relations between metacognitive attitude and metacognitive ability. Based on the findings, the study suggests that school should develop drawing pictures or diagrams to help students understand while learning, using the organizational structure of the text to help students learn, asking their self question about the material before they begin the learning, and asking their self question about the material before they begin.
This comparative case study aimed to investigate whether experienced elementary school teachers’ science and technology teaching processes differed from inexperienced teachers’ teaching processes in terms of using metacognitive strategies. 14 elementary school teachers, including 7 experienced and 7 inexperienced- participated in the study. The qualitative data were collected through unstructured observation and semi-structured interview in 90 class hours in total. The data were analyzed through content analysis. The results show that experienced elementary school teachers perform more activities related to metacognition before, during and after science and technology teaching process and they make use of more metacognitive strategies addressing many components of metacognition such as planning, observation, and organization. These findings revealed that teachers should be trained in in-service programs in a way that they would implement metacognitive strategies into their classes and their skills about metacognitive strategies implementation should be reinforced.
Research about Metacognition in Science Education: A Case of Basic Education in Thailand
Journal of Physics: Conference Series, 2019
Metacognition has been regarded as a research variable more than four decades ago with its general definition of knowing about knowing. It is genuinely difficult to study about metacognition because it is an abstract process occurred in one’s mind. A number of studies about metacognition have been conducted in an international context to derive more understanding about a metacognitive process and its benefits. There are some studies related to metacognition in the Thai context; so, it is a need to explore the current situation of metacognition research in Thailand. The metacognitive studies conducted during 2002-2016 have been intensively reviewed. The researchers found 22 research studies related to metacognition in Thailand; three, 10 and nine of them had been conducted in the primary, lower-secondary and upper-secondary levels, respectively. All metacognitive studies could be grouped into five categories: a) Impact of metacognition on other research variables (n = 9); b) Teaching...
2007
Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students (age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on postintervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.
International Journal of Science Education, 2009
This study assessed the influence of training in, and use of, metacognitive strategies on the development of prospective elementary teachers' views of nature of science (NOS). Participants were 49 students (92% female) enrolled in two sections of an elementary science methods course. The sections were randomly assigned to an intervention group and a comparison group. Students in both groups were engaged with explicit-reflective NOS instruction, which focused on the empirical, tentative, theory-driven, inferential, and creative NOS. Additionally, students in the intervention group received instruction in, and used, three metacognitive strategies during their engagement with thinking about NOS. The Views of Nature of Science Questionnaire-Form C and the Metacognitive Awareness Inventory were respectively used to assess participants' views of NOS and metacognitive awareness at the beginning and conclusion of the study. Data analyses indicated that significantly more students in the intervention group explicated more informed views of the target aspects of NOS. Moreover, these substantial changes were coupled with significantly increased Metacognitive Awareness Inventory scores for the intervention group participants. The results point to a relationship between improved metacognitive awareness and the development of informed understandings of NOS.
Development of Metacognitive Strategic Programme for Secondary School Students
English Language as a very important subject in schools especially in the Secondary level as it is the lingua franca binding the nation and being the window to the world. However, the standard of achievement in the subject amongst the students remains to be poor. It is hoped that by introducing a concept like metacognition will help to enhance students' achievement in English Language acquisition in schools. NEP 2020 ,in its introduction talks about 'learning how to learn' which is the essence of Metacognition. The Researcher has used multimethod for the study and the result and conclusions proved the program to be effective.
The International Journal of Educational Psychology , 2022
Metacognitive learning enables the learner to take charge of their learning making them a reflective learner. A reflective learner is skillful, efficient, and possesses the quality of selfawareness and self-regulation. The knowledge of metacognition and metacognitive strategies are vital for the teachers who shape the cognitive and affective domains of the learner. The present study explored the awareness of pre-service science teachers about metacognition and identified the usage of metacognitive strategies as a teaching methodology. The findings of the study reflected the constructive outcomes exhibited by the pre-service teachers in their understanding of the concept of metacognition. However, the implementation strategies of the pre-service teachers reflected the challenges they faced and an imperative necessity of intervention in the form of pedagogical support. The result of the findings attempts to throw light on the need of revamping the teacher education curriculum where the focus is specified on achieving the mastery of the Metacognition and metacognition strategies. With the smooth instilling of metacognition, the vision of inculcating Higher Order Thinking skills amongst the learner may become a certainty in near future.
Sustainability
Promoting metacognition in preservice science teachers (PSTs) is necessary for effective science teaching. However, metacognition is an abstract attribute that requires in-depth investigations with qualitative methods. This study aimed to express the process utilized to develop a coding scheme of PSTs’ metacognition (CSPM). Methods: This study started with a review of the metacognition conceptual framework. Next, the researchers collected data about PSTs’ metacognition from a metacognitive self-report (MS) and a metacognition interview protocol (MIP). The participants were 22 third-year PSTs who studied at one public university. All data were analyzed for codes by using content analysis. Results: The CSPM consisted of 177 codes that can be divided into two main components and six subcomponents. The validity of the CSPM was checked by a panel of experts through the item–objective congruence index (IOC) into two different levels: an IOC between codes and components of metacognition, a...
Primary Science Teachers’ Perspectives about Metacognition in Science Teaching
European Journal of Educational Research, 2021
Metacognition in science teaching involves processes that include self-awareness and self-regulation. Metacognition enables the teachers to facilitate student learning and to reflect on their teaching in order to enable themselves to improve or to make any changes to their teaching. In particular, teaching activities, especially in the 21st century, do not merely involve the transfer of knowledge and then applying that knowledge into daily life, but teachers need to reflect, plan and evaluate learning outcomes to enhance further in teaching. This study attempts to gain the perspective and implementation of metacognition skills in teaching science in the primary school classroom. The data was collected through a qualitative research method based on interviews with six science teachers in primary school using semi-structured interview protocol. The interview data were analysed for emerging themes, guided by the research questions. Teachers have a similar perspective of the understandi...