Teaching Cognitive and Metacognitive SRL Strategies in the Science Class: An Experimental Design to Determine Effect on Academic Achievement

Marilyn, Medina-Martínez; Pagán-Maldonado, Nellie

doi:10.18562/ijee.020

Cited by 2 publications

(1 citation statement)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The findings of this study also suggests that teacher metacognitive modeling improve the academic performance of learners. There is a correlation with these findings with a study which showed that modeling of cognitive and metacognitive skills improves the academic performance of learners [53].…”

Section: Discussionmentioning

confidence: 54%

Teachers’ Role in Chemistry Metacognition

V. Mudau,

Tawanda

2024

Metacognition in Learning - New Perspectives

View full text Add to dashboard Cite

Teachers’ role in chemistry metacognition describes what metacognition and chemistry metacognition are, their importance in chemistry education and how they can be taught or improved in science or chemistry learners that might be finding the subject difficult or demanding. This chapter educates science and chemistry teachers with the requisite metacognition and chemistry metacognition skills, knowledge and attitudes using chemistry relevant prior knowledge. The science and chemistry teachers in this chapter are also educated through a selected difficult chemistry topic on how to utilize the acquired metacognition and chemistry metacognition skills, knowledge and attitudes in the classroom. The metacognition and chemistry metacognition skills, knowledge and attitudes are utilized through modeling and scaffolding by the science and chemistry teachers for the learners to observe and learn metacognition and chemistry metacognition in practice. Replace the entirety of this text with your abstract.

show abstract

Section: Discussionmentioning

confidence: 54%

Teachers’ Role in Chemistry Metacognition

V. Mudau,

Tawanda

2024

Metacognition in Learning - New Perspectives

View full text Add to dashboard Cite

show abstract

The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition

Bogdanović

Stanisavljević

Rodić

et al. 2022

SAJE

View full text Add to dashboard Cite

To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted 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 (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.

show abstract

Teaching Cognitive and Metacognitive SRL Strategies in the Science Class: An Experimental Design to Determine Effect on Academic Achievement

Cited by 2 publications

References 12 publications

Teachers’ Role in Chemistry Metacognition

Teachers’ Role in Chemistry Metacognition

The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition

Contact Info

Product

Resources

About