Changing the Metacognitive Orientation of a Classroom Environment to Enhance Students' Metacognition Regarding Chemistry Learning

Autor/inn/en	Thomas, Gregory P.; Anderson, David
Titel	Changing the Metacognitive Orientation of a Classroom Environment to Enhance Students' Metacognition Regarding Chemistry Learning
Quelle	In: Learning Environments Research, 17 (2014) 1, S.139-155 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-013-9153-7
Schlagwörter	Metacognition; Chemistry; Science Instruction; Thinking Skills; Skill Development; Intervention; Mixed Methods Research; Researchers; Science Teachers; Educational Environment; Educational Change; Language Usage; Secondary School Teachers; Teaching Methods; Outcomes of Education + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Researcher; Forscher; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsreform; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg
Abstract	Concerns persist regarding science classroom learning environments and the lack of development of students' metacognition and reasoning processes within such environments. Means of shaping learning environments so that students are encouraged to develop their metacognition are required in order to enhance students' reasoning and learning. Interventions should account for the nature of the subject material to be learned. This study employed a mixed-methods approach to investigate the efforts of university researchers and a classroom teacher to change the learning environment of a year 11 chemistry classroom. Changes in participants' perceptions of their learning environment and corresponding changes in their metacognition and associated reasoning are documented. The teacher's use of language that explicitly targeted students' metacognitive knowledge altered their metacognition. Students reported changes in their learning environment and an increased awareness of how they considered chemistry might be learned. Classroom environment instruments can act as reliable indicators for monitoring changes in psychosocial dimensions of classroom environments that can be directly related to students' metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10