Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning

Thomas, Gregory P.; Anderson, David R.

doi:10.1007/s10984-013-9153-7

Cited by 23 publications

(37 citation statements)

References 31 publications

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“…This finding suggests that the undergraduates who best planned, monitored and evaluated the process of chemistry problem-solving also obtained higher grades in this subject. These findings agree with previous research in which metacognition enhanced chemistry learning (Thomas and McRobbie, 2013;Mathabathe and Potgieter, 2014; Thomas and Anderson, 2014), achievement in chemistry lab activities (Sandi-Urena et al, 2011b, 2011c and results in chemistry problem-solving (Cooper and Sandi-Urena, 2009;Sandi-Urena et al, 2011a;Scherer and Tiemann, 2012).…”

Section: Direct Relationshipssupporting

confidence: 92%

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Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher-student interactions, academic motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students' perceptions of teacher-student interactions (autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry.Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported.We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.

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Section: Direct Relationshipssupporting

confidence: 92%

“…The quantitative data obtained in this study can be complemented with qualitative research, such as the work of SandiUrena et al (2011c), Thomas and McRobbie (2013), Thomas and Anderson (2014), or Ferrell and Barbera (2015) studying metacognition, motivation, engagement, problem-solving and performance in chemistry.…”

Section: Limitations and Future Researchmentioning

confidence: 96%

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

González

Paoloni

2015

Chem. Educ. Res. Pract.

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“…Our supplemented search on Google Scholar yielded one relevant article in a journal we did not search in-Learning Environments Research. [10] Following discussions between all three authors, it was decided to set the criterion of metacognition as the main topic of the paper as well as must be mentioned in the title or the abstract. This resulted in the final selection of 17 papers: 14 journal articles and three chapters.…”

Section: Literature Searchmentioning

confidence: 99%

“…Chiu and Linn, 2012 a [31] The role of self-monitoring in learning chemistry with dynamic visualization Study I: 173 Study II: 249 Dori et al, 2018 [18] Context-based learning and metacognitive prompts for enhancing scientific text comprehension~4 30 Herscovitz et al, 2012 a [3] The relationship between metacognition and the ability to pose questions in chemical education~7 00 Kelly, 2014 [32] Using variation theory with metacognitive monitoring to develop insights into how students learn from molecular visualizations 24 Thomas, 2017 [33] Triangulation: An expression for stimulating metacognitive reflection regarding the use of 'triplet' representations for chemistry learning 27 Thomas and Anderson, 2014 [10] Changing the metacognitive orientation of a classroom environment to enhance students' metacognition regarding chemistry learning 33 Thomas and McRobbie, 2001 [34] Using a metaphor for learning to improve students' metacognition in the chemistry classroom 24 Higher education students (N papers = 9)…”

Section: Author/s and Yearmentioning

confidence: 99%

“…Metacognition is important for chemistry learning because understanding chemistry concepts requires the conscious interrelation of various levels of chemistry phenomena. [9,10] The objective of the present paper is to provide a review of how metacognition has been integrated in chemistry education and identify gaps in this integration, if there are any. As we set out to investigate metacognition in chemistry education, we focused on high school (HS) and higher education (HE), where chemistry is taught as a separate subject and students can choose to specialise in it.…”

Section: Introductionmentioning

confidence: 99%

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Metacognition in Chemistry Education: A Literature Review

Lavi

Shwartz

Dori

2019

Israel Journal of Chemistry

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Metacognition, or 'thinking about thinking', can improve scientific literacy and practices. It involves knowledge of cognition, i. e., being cognisant of one's knowledge, and regulation of cognition, i. e., consciously controlling the process of knowledge acquisition. A self-regulated learner can assimilate new knowledge, conduct inquiry, solve problems and plan ahead his or her learning. While studies have been conducted on metacognition in chemistry education, none have included detailed assignments covering a range of metacognitive strategies. Our review of studies on metacognition in chemistry secondary and higher education also includes also several exemplary assignments on the energy topic for facilitating and assessing metacognition in high school classrooms. We use metacognitive prompts and the construct of chemistry understanding levels, macroscopic, microscopic, symbol, and process, as an approach for metacognitive intervention. Finally, we provide recommendations for educators and a rubric for researchers. Metacognition and Self-Regulated LearningFlavell [11] (1979) defined metacognition as 'knowledge and cognition about cognitive phenomena'. Flavell, Miller, and Miller, [12] who surveyed the large body of literature on metacognition since the 1970s, similarly defined metacognition as 'cognition about cognition'. While the science education literature provides various definitions for metacognition, Jacobs and Paris [13] identified two broad categories, or aspects, that often emerge in most of these definitions: knowledge about cognition, and regulation of cognition. According to Brown, [14] knowledge of cognition is relatively stable, often can be stated, can be fallible and is age dependent, while regulation of cognition is relatively unstable and age independent. Table 1 describes each aspect of metacognition in more detail.Students' gain in metacognition resulting from a metacognitive intervention can be assessed by various research tools, including interviews, questionnaires, think aloud protocols, assignments, and observations. [15,16] According to Ackerman and Goldsmith, [17] students' self-perception of their own performance ability is related to their ability to monitor [a] R.

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An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course

Anwar,

Muti'ah,

Dewi

2023

Biochem Molecular Bio Educ

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This research reports on implementing the integrated laboratory work to achieve effective learning in the biochemistry course. The integrated laboratory work includes three stages: pre‐laboratory, lab work, and post‐laboratory. In other words, the three stages include planning, implementing, and evaluating investigation activities in the laboratory. The research design used was a posttest control group design consisting of a control and an experimental group. There were 67 students as respondents, who were divided into control (N = 33) and experimental (N = 34) groups. Practical skills were measured using an assessment rubric with the involvement of the observer. The categories of practical skills measured were procedural skills, observation skills, interpretation skills, and reporting skills. Attitude toward biochemistry was measured using a questionnaire with five Likert scales. The indicators of attitudes toward biochemistry used were liking for a biochemistry theory lesson, liking for biochemistry laboratory work, evaluative beliefs about biochemistry, and behavioral tendencies to learn biochemistry. The influence of the implementation of the integrated laboratory work on the students' practical skills and attitudes toward biochemistry was analyzed using MANOVA. The research result shows that implementing the integrated laboratory work improves students' average scores in practical skills and attitudes toward biochemistry. All the practical skills and attitudes categories in the experimental group have a higher score than those in the control group. The reason is that the work of the integrated laboratory can prepare students to conduct better investigations in biochemistry laboratory work.

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Changing the metacognitive orientation of a classroom environment to enhance students’ metacognition regarding chemistry learning

Cited by 23 publications

References 31 publications

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates

Metacognition in Chemistry Education: A Literature Review

An integrated laboratory work to improve students' practical skills and attitudes toward biochemistry in the biochemistry course

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