The Role of Metacognition in Learning Chemistry

Rickey, Dawn; Stacy, Angelica M.

doi:10.1021/ed077p915

Cited by 208 publications

(177 citation statements)

References 27 publications

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“…Metacognition is usually defined using descriptions such as thinking about one's own thinking, 13 the capacity to reflect upon one's actions and thoughts, 14 or knowledge and regulation of one's own cognitive system. 15 Theoretical models support two main components of metacognition: metacognitive knowledge or knowledge of cognition, and metacognitive skillfulness or regulation of cognition.…”

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confidence: 99%

Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

2012

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While most scientists agree that laboratory work is an important part of introductory science courses, there is scant evidence for the relationship between laboratory work and student learning, particularly at the college level. This work reports the quantitative component of a mixed-methods study of the effect of cooperative problem-based laboratory instruction on problem-solving ability and regulatory metacognitive activity. For this purpose, a previously reported assessment, IMMEX, was used. Mixed-methods evidence suggests that students in such an environment showed improved problem-solving skills and strategies, and showed increased regulation of metacognitive skills, despite a lack of explicit instruction. This work puts forth the proposal that providing an environment that is conducive to social interaction and reflection allows students to develop these desirable skills.

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confidence: 99%

Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

2012

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“…Opportunities for students to engage in reflective abstractions, where they deliberately stop and reflect on their thinking processes, how they plan and execute academic tasks, and how they solve problems, is consistent with a constructivist philosophy. These activities are best accomplished in small group settings (Bowen, 1994)and when students think about their own thinking, cognition and metacognition come into play (Rickey & Stacey, 2000).…”

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confidence: 99%

“…Metacognition is differentiated from reflective thinking in the sense that reflective thinking is a more generalized construct, whereas being metacognitive is a deliberate reflection on one's own cognitive functioning (Rickey & Stacey, 2000).…”

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confidence: 99%

Learning Chemistry in a Metacognitive Environment

Pulmones¹

2008

Asia-Pac.Educ.Res.

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Thinking about one's own thinking and of how one learns and solves problems is described as metacognition. The important dimensions of metacognition are knowledge of one's own thinking as one plans, monitors, and evaluates academic tasks. This paper presents a qualitative study on metacognition, on how academic tasks in Chemistry are designed and structured in a constructivist environment that promotes students' metacognitive behaviors and meaningful learning of Chemistry. Sample metacognitive profiles of two cases (low and high metacognitive index), generated from analyses of various qualitative data are also presented. As a conclusion, the paper reiterates a research finding which indicates that prolonged engagement of students in classroom activities designed in a constructivist environment gives ample opportunities for students to demonstrate their overt planning, monitoring and evaluation behaviors. Purposely asking students to answer metacognitive questions afforded them the opportunity to reflect on their thinking, thus fostering their metacognition.

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“…RE-flect was based on Flavell's (1979) theory of metacognition as everything we know and believe about our own cognitive processes and those of others, and the regulation and control of thinking processes. Positive effects of metacognition on learning have been shown in literacy (Artelt, Schiefele, & Schneider 2001), mathematics (Mevarech & Fridkin 2006) and science (Rickey & Stacy 2000). Metacognition has also been linked to increased motivation to learn and the development of positive learner self-perception (Borkowski, Carr, Rellinger, & Pressley 1990).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Creating metacognitive environments in primary school RE classrooms

Larkin

Freathy

Walshe

et al. 2014

Journal of Beliefs & Values

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Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms.Six primary school teachers and 160 pupils (8 -10 years) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles, and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed.

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The Role of Metacognition in Learning Chemistry

Cited by 208 publications

References 27 publications

Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

Effect of Cooperative Problem-Based Lab Instruction on Metacognition and Problem-Solving Skills

Learning Chemistry in a Metacognitive Environment

Creating metacognitive environments in primary school RE classrooms

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