Manifestations of Metacognitive Activity during the Collaborative Planning of Chemistry Practical Investigations

Autor/inn/en	Mathabathe, Kgadi Clarrie; Potgieter, Marietjie
Titel	Manifestations of Metacognitive Activity during the Collaborative Planning of Chemistry Practical Investigations
Quelle	In: International Journal of Science Education, 39 (2017) 11, S.1465-1484 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2017.1336808
Schlagwörter	Metacognition; Cooperative Planning; Science Instruction; Cooperative Learning; Science Laboratories; Social Influences; Interaction; Industry; Student Projects; Organic Chemistry; Foreign Countries; College Science; Undergraduate Students; Reflection; Questionnaires; South Africa + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Sozialer Einfluss; Interaktion; Industrie; Schulprojekt; Organische Chemie; Ausland; Fragebogen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper elaborates a process followed to characterise manifestations of cognitive regulation during the collaborative planning of chemistry practical investigations. Metacognitive activity was defined as the demonstration of planning, monitoring, control and evaluation of cognitive activities by students while carrying out the chemistry task. Inherent in collaborative learning is the social aspect of metacognition, which in this study was evidenced in social cognitive regulation (notably of intra- and interpersonal metacognitive regulations) as groups of students went about planning their practical investigations. Discussions of two of the learning groups (n = 4; n = 3) as they planned the extended practical investigation were recorded, transcribed and analysed for indicators of any inherent metacognitive activity. The process of characterising the manifestations of metacognition resulted in the development of a coding system which specifies not only the regulatory strategies at play but the type of regulation ("self" or "other"), the area of regulation ("cognition," "task performance" or "behaviour") as well as the depth of regulatory contributions ("high" or "low"). The fine-grained coding system allowed for a finer theoretical elucidation of the social nature of metacognition. The implications of this study for metacognition and chemistry education research are highlighted. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01