This paper presents a research directed to examine the relation between students' metacognitive awareness and physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia. Obtained results were treated statistically. Results analysis shows that 15 years old girls have higher level of metacognitive awareness than 15 years old boys. It is shown that achievement in physics is not dependent on gender.The results indicate significant moderate correlation between metacognitive skills and student achievement in physics (r = 0.48473, p < 0.001). Important insights about metacognitive awareness and efficiency in physics learning have been generated. Our study has highlighted the benefits of developing metacognitive awareness to achieve better results in physics teaching-learning process.
Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. Keywords: cooperative learning, metacognitive awareness, parallel group design, physics education
There are subjects which university students perceive as uninteresting and which they are reluctant to learn. The use of an appropriate approach to learning can contribute to the formation of positive students’ opinions on learning. Project-based learning (PjBL) is characterized by active research, problem-solving, and student-made projects which is nowdays usually facilitated by the use of computer and network technologies. The aim of this research is to assess opinions of students of physics and technology at University of Novi Sad, Republic of Serbia, on PjBL, as well as to analyze these opinions in connection to three different factors: gender, academic performance, and study program. The physics content Diffusion and Osmosis was realized using PjBL. This topic was chosen because of possible interdisciplinary concepts’ relations between physics, chemistry, and biology. After students’ group work on projects and their project reports, a survey was conducted. Research results showed that opinions of students participating in the research about PjBL were independent of their gender, academic performance, as well as whether they study physics or technology. All students had equally positive opinions on PjBL. Further implementation of PjBL is planned in the authors’ departments, along with the integrative implementation of PjBL in teaching science in collaboration with other departments at the university.
Physics is generally regarded as difficult and uninteresting. The teaching of physics with the use of an appropriate teaching strategy can improve students' achievement. The aim of this research is to examine the effect of the modified Know-Want-Learn (mKWL) strategy on primary school students’ achievement in physics. The Know-Want-Learn (KWL) strategy was modified to be used for students’ inquiry. Quasi experimental research was carried out with 110 sixth-grade students divided into an experimental and a control group. The students in the control group were taught using direct teaching and the students in the experimental group were taught using TQHL charts. These charts consist of columns: T-What I Think and what I know, Q-What Questions I have, H-How can I find out, L-What I Learned. Pre-test and post-test were administered to both groups; two physics knowledge tests were constructed for that purpose. The data were analyzed using descriptive statistics, paired samples t-tests and independent samples t-tests. The implication of the research results is that using the mKWL strategy in a sixth-grade physics class has a positive effect on students’ achievement. It can be suggested to implement the described strategy in teaching physics in order to improve students’ achievement in this subject. Keywords: KWL strategy, learning strategy, modified KWL strategy, students’ performance.
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