Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia

Transfer;Post-reading Reflection;Pre-reading Reflection;Post-instructional Reflection;Knowledge and Comprehension;Application;Conceptual Change;Graphic Organizers;Higher Order Thinking Test;Metacognition;Pre-instructional Reflection;Retention;Non-metacognitive Reflection;Metacognitive Reading;Metacognitive Reflection

Sbhatu, Desta Berhe ; Dr. John C. Park, Committee Member,Dr. James E. Mickle, Committee Member,Dr. Eileen C. Parsons, Committee Co-Chair,Professor John E. Penick, Committee Chair,Sbhatu, Desta Berhe ; Dr. John C. Park ; Committee Member ; Dr. James E. Mickle ; Committee Member ; Dr. Eileen C. Parsons ; Committee Co-Chair ; Professor John E. Penick ; Committee Chair

University:North Carolina State University

关键词: Transfer;    Post-reading Reflection;    Pre-reading Reflection;    Post-instructional Reflection;    Knowledge and Comprehension;    Application;    Conceptual Change;    Graphic Organizers;    Higher Order Thinking Test;    Metacognition;    Pre-instructional Reflection;    Retention;    Non-metacognitive Reflection;    Metacognitive Reading;    Metacognitive Reflection;   

Others  :  https://repository.lib.ncsu.edu/bitstream/handle/1840.16/5359/etd.pdf?sequence=1&isAllowed=y

美国|英语

来源: null

【 摘 要 】

Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.