An action research in science: providing metacognitive support to year 9 students

Francis Wagaba; David F. Treagust; A. L. Chandrasegaran; Mihye Won

An action research in science: providing metacognitive support to year 9 students

Francis Wagaba
, David F. Treagust
, A. L. Chandrasegaran
, Mihye Won

Research output: Contribution to journal › Article › Research › peer-review

Abstract

An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ.

Original language	English
Pages (from-to)	5376-5395
Number of pages	20
Journal	International Journal of Environmental and Science Education
Volume	11
Issue number	12
Publication status	Published - 12 Aug 2016
Externally published	Yes

Keywords

Action research
Metacognition
Metacognitve support
Science concepts

Cite this

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title = "An action research in science: providing metacognitive support to year 9 students",

abstract = "An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students{\textquoteright} metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ.",

keywords = "Action research, Metacognition, Metacognitve support, Science concepts",

author = "Francis Wagaba and Treagust, \{David F.\} and Chandrasegaran, \{A. L.\} and Mihye Won",

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year = "2016",

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AU - Wagaba, Francis

AU - Treagust, David F.

AU - Chandrasegaran, A. L.

AU - Won, Mihye

PY - 2016/8/12

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N2 - An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ.

AB - An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ.

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KW - Metacognitve support

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JO - International Journal of Environmental and Science Education

JF - International Journal of Environmental and Science Education

IS - 12

ER -

An action research in science: providing metacognitive support to year 9 students

Abstract

Keywords

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Cite this