The Development of Nature of Science Understandings Questionnaire within Associated Approaches

Büber, Ayşe; Çoban, Gül Ünal

doi:10.1007/s11191-022-00357-9

Cited by 2 publications

(1 citation statement)

References 87 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The compiled score of the second month was labelled as a post-test. The predesigned tests in pre and post-tests were based on the measurement of students' self-regulation skills, students' cognitive self-consciousness skills and students' learning skills with the integration of Metacognitive teaching strategies (Buber & Coban, 2023).…”

Section: Methodsmentioning

confidence: 99%

Effect of Metacognitive Strategies on Secondary School Students to Achieve Sustainable Learning Skills

Rasheed,

Zafar

2023

AESSR

View full text Add to dashboard Cite

This study aimed to determine the effect of metacognitive strategies on secondary school students’ self-regulation, self-consciousness, and learning skills. Using a quasi-experimental research design with a pre and post-test technique, the data was gathered from the secondary school students with the assistance of the integration of metacognitive strategies within the lectures of the science instructors. The findings of the study reveal a significant effect of using metacognitive strategies within science lectures on the self-regulation and learning skills of secondary school students. The study recommends that science instructors consider implementing appropriate metacognitive techniques in the classroom, in particular, and the schools’ management to arrange workshops for science instructors to learn to integrate the metacognitive techniques, in general.

show abstract

Section: Methodsmentioning

confidence: 99%