Using a metaphor for learning to improve students' metacognition in the chemistry classroom

Thomas, Gregory P.; McRobbie, Campbell J.

doi:10.1002/1098-2736(200102)38:2<222::aid-tea1004>3.0.co;2-s

Cited by 102 publications

(63 citation statements)

References 46 publications

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“…Metacognition has commonly been viewed as an individual's knowledge, control, and awareness of his/her thinking and learning processes (Baird & White, 1996;Gunstone, 1994;Kuhn, Amsel, & O'Loughlin, 1988). However, recent work has consolidated a broadened perspective of metacognition based on Flavell's (1976Flavell's ( , 1979 previous work that includes reference to students' knowledge and awareness of others' thinking and learning processes (Anderson & Nashon, 2007;Thomas, 1999;Thomas & McRobbie, 2001). This expanded perspective is consistent with sociocultural views of cognition that draw attention to the notion that students can and do learn to reason by reflecting on the processes by which others within their communities reason and by modifying accordingly their own thinking in ways they feel will benefit them.…”

Section: Introductionmentioning

confidence: 92%

Social barriers to meaningful engagement in biology field trip group work

2008

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This paper reports on a study that employed metacognition and social cognition theoretical frameworks to explore and interpret students' views of their cognitive roles and the nature of the mechanisms that they considered influenced and mediated their learning within small group contexts. An instrumental interpretive case study methodology was used to capture students' descriptive accounts of their Year 11 Biology learning experiences, as conveyed through their recollections and reflections concerning their interactions and roles, perceptions of the learning task, and their learning strategies that they considered to be manifest during a field trip visit to a nature center. We conclude that, even among apparently highly collegial student groups, deemed by their teacher to be effective learning groups, and constituted in ways consistent with the literature on effective collaborative group work, there existed metasocial metacognitive factors that influenced and shaped cognition in ways counterproductive to the effective learning of science. This study reveals the

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Section: Introductionmentioning

confidence: 92%

Social barriers to meaningful engagement in biology field trip group work

2008

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“…Explicit exposure to metacognition, metacognitive tools and strategies support student achievement (Thomas & McRobbie, 2001). Given the importance of monitoring in metacognition, there is a need to increase the level of metacognitive monitoring in actual classroom practice (Nietfeld, Cao, & Osborne, 2006).…”

Section: Metacognitive Prompts For Supporting Scientific Readingmentioning

confidence: 99%

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Dori

Avargil

Kohen

et al. 2018

International Journal of Science Education

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Context-based learning (CBL), promoting students' scientific text comprehension, and fostering metacognitive skills, plays an important role in science education. Our study involves CBL through comprehension and analysis of adapted scientific articles. We developed a module which integrates metacognitive prompts for guiding students to monitor their understanding and improve their scientific text comprehension. We investigated the effect of these metacognitive prompts on scientific text comprehension as part of CBL in chemistry. About 670 high school chemistry students were randomly divided into three groups exposed to high-and low-intensity CBL. One of the high-intensity groups was also exposed to metacognitive prompts. Research tools included pre-and post-questionnaires aimed at measuring students' conceptual chemistry understanding and metacognitive knowledge in the context of reading strategies, before and after exposure to the CBL. Chemistry understanding was reflected by students' ability to identify the main subject of the adapted article and by explaining concepts both textually and visually. We found that high-intensity CBL combined with metacognitive prompts improved students' chemistry understanding of the adapted scientific articles and the ability to regulate their learning. Our study establishes that reading context-based adapted scientific articles advances students' conceptual chemistry understanding. These gains are strongly amplified by domain-specific metacognitive prompts. ARTICLE HISTORY

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“…Classroom dialog periodically referenced the phrase "Learning is constructing" during learning activities (Thomas and McRobbie 2001).…”

Section: Constructivist Metaphormentioning

confidence: 99%

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

et al. 2016

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Abstract. Building communities that are resilient and adaptive to climate change requires the development of education strategies that train community members in higher order thinking skills that can be used to solve complex environmental problems. This study provides an empirical test of hypotheses within social-ecological systems resilience theory that have suggested metacognitive learning strategies could increase resilience thinking skills such as scenarios thinking, systems thinking, and the ability to interpret and apply ecological data in complex problem solving. During a 6-week long ecology unit with 108 seventh-grade students, we taught half the students using standard inquiry teaching methods and the other half using the same method, with the addition of a daily metacognitive learning intervention. We investigated the short-term (after six weeks of intervention) and long-term (1 yr after the intervention ended) effects of the intervention on student's metacognitive ability and resilience thinking skills. Over the long term, we found a modest increase in the metacognitive ability of students who received the daily metacognitive journaling exercise. Interview data suggest that the structured metacognitive practice did most to improve the resilience thinking level of students who had low resilience thinking ability prior to the intervention period. However, the interaction between pre-treatment ability level and the treatment group was not detected in the written assessment data. These data suggest that the metacognitive learning intervention we used can benefit metacognitive ability over the long term, but has limited transferability to resilience thinking skills for most students. We suggest additional instructional practices for implementing metacognitive teaching approaches that could enhance the generalizability of their benefits across resilience thinking skills and student's ability levels.

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Using a metaphor for learning to improve students' metacognition in the chemistry classroom

Cited by 102 publications

References 46 publications

Social barriers to meaningful engagement in biology field trip group work

Social barriers to meaningful engagement in biology field trip group work

Context-based learning and metacognitive prompts for enhancing scientific text comprehension

Metacognitive learning in the ecology classroom: A tool for preparing problem solvers in a time of rapid change?

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