Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

Thomas, Gregory P.

doi:10.1080/09500693.2013.778438

Cited by 39 publications

(38 citation statements)

References 31 publications

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“…That is, science texts as well as instructional activities often present scientific knowledge in terms of formulae, equations, and calculations, and the test formats involve the process of calculation and tutorial problem solving. This particular phenomenon is greatly emphasized in physics education (Kim and Pak 2002;Pepper et al 2012;Redish et al 1998;Sherin 2001;Thomas 2013). Pepper et al (2012) indicated that university-level physics courses put great emphasis on the necessity of calculation and the numerical results of physics tutorial problems to understand physics concepts.…”

Section: Critical Conceptions Of Learning Physics Among Taiwanese Stumentioning

confidence: 98%

Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

2014

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The main purposes of this study were to identify Taiwanese university students' physics learning profiles in terms of their critical conceptions of learning physics and to compare their physics learning self-efficacy with the different learning profiles. A total of 250 Taiwanese undergraduates who were majoring in physics participated in this study and were invited to complete two instruments, physics learning profile and physics learning self-efficacy (PLSE). The main results indicated that, first, the two instruments developed in this study had satisfactory validity and reliability. Second, three fundamental physics learning profiles, the reproductive, transitional, and constructive profiles, were characterized based on the cluster analysis. It is also evident that the three learning profiles demonstrated different levels of selfefficacy for the five PLSE dimensions. The students with a reproductive profile tended to possess the lowest PLSE across the five dimensions. The students with a transitional profile may possess higher confidence in higher-order cognitive skills and laboratory activities than those with a reproductive profile. However, only those with a constructive profile, highlighting a comprehensive understanding of physics knowledge/concepts as well as de-emphasizing physics learning as preparing for tests and calculating and practising tutorial problems, possessed stronger PLSE in applying what they learned to real-world contexts as well as in scientifically communicating with others.

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Section: Critical Conceptions Of Learning Physics Among Taiwanese Stumentioning

confidence: 98%

Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

2014

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“…Duit, Neidderer and Schecker (2007) claimed that what makes learning physics so difficult for students is its extremely high levels of abstraction and idealization. Thomas (2013) underscored the importance of metacognitive strategies in learning physics that requires students to revise both what it means to learn physics and their physics learning process. The findings of this study give important insight into the relationships among students' personal epistemology and cognitive and metacognitive strategies in physics.…”

Section: Discussionmentioning

confidence: 97%

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Alpaslan

Yalvaç

Loving

et al. 2015

Int J of Sci and Math Educ

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This article reports on an empirical exploration of the relations and strengths among Turkish grades 9-11 students' (n = 209) personal epistemologies (justification of knowledge, certainty of knowledge, source of knowledge, development of knowledge), self-regulated learning (extrinsic motivation, intrinsic motivation, rehearsal, elaboration, organization, critical thinking, metacognitive self-regulation), and achievement in physics (course grades). Established instruments were used to collect data on these students' beliefs about knowledge and components of self-regulated learning (SRL) such as goal orientations (extrinsic and intrinsic motivation) and learning strategies, critical thinking, and metacognitive regulation. Results from structural equation modeling revealed that students' personal epistemologies directly influenced their motivation (extrinsic and intrinsic goal orientations), rehearsal and organization strategies, and metacognitive self-regulation to learn physics. Furthermore, students' personal epistemologies indirectly (mediated through motivation beliefs) influenced rehearsal, elaboration and organization strategies, critical thinking, and metacognitive self-regulation to learn physics. Students' ideas about knowledge and knowing about the source and development of knowledge significantly contributed to students' self-regulatory skills and physics course grade. Implications and future directions are discussed.

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“…Pesquisas como as Thomas e Mee (2005) e Thomas (2013), por exemplo, têm demonstrado que com alteração do meio ambiente de aprendizagem e a realização de atividades novas e alternativas, é possível facilitar o desenvolvimento da metacognição dos alunos e melhorar a aprendizagem de ciências dos estudantes. Todavia, essas mesmas pesquisas demonstraram também que para isso ocorrer de forma mais efetiva é necessário que tais atividades ocorram diária e sistematicamente.…”

Section: Metacognição E Ensino E Aprendizagem De Ciênciasunclassified

“…Por isso o uso de heurísticas (tais como mapas conceituais, gráficos de leitura, diagramas de Venn, fluxogramas de investigação etc.) e quaisquer outros meios de ajudar os alunos a desenvolver e representar seus entendimentos da ciência e seus processos são tão importantes, pois é somente através da reflexão consciente sobre o uso dessas heurísticas e estruturas que metacognição se desenvolve (THOMAS, 2013).…”

Section: Metacognição E Ensino E Aprendizagem De Ciênciasunclassified

Metacognição, ensino-aprendizagem e formação de professores de ciências

Brabo

2018

Amaz. RECM

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ResumoSão apresentadas algumas razões da importância do desenvolvimento de pesquisas sobre Metacognição e aplicações dos princípios teóricos derivados na elaboração de estratégias de ensino-aprendizagem de alunos e professores de ciências e matemática. Também são apresentados e categorizados os artigos selecionados para esta edição especial. Palavras chave: metacognição; ensino de ciências; formação de professores. AbstractSome reasons are given for the importance of the development of research on Metacognition and applications of the derived theoretical principles in the elaboration of teaching & learning science education strategies for students and teachers. The articles selected for this special edition are also presented and categorized.

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Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

Cited by 39 publications

References 31 publications

Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

Identifying Taiwanese University Students’ Physics Learning Profiles and Their Role in Physics Learning Self-Efficacy

Exploring the Relationship Between High School Students’ Physics-Related Personal Epistemologies and Self-regulated Learning in Turkey

Metacognição, ensino-aprendizagem e formação de professores de ciências

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