Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning

Autor/in	Thomas, Gregory P.
Titel	Changing the Metacognitive Orientation of a Classroom Environment to Stimulate Metacognitive Reflection Regarding the Nature of Physics Learning
Quelle	In: International Journal of Science Education, 35 (2013) 7, S.1183-1207 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2013.778438
Schlagwörter	Physics; Metacognition; Science Instruction; Scientific Concepts; Figurative Language; Teaching Methods; Student Attitudes; Educational Change; Learning Processes; Guidelines; Foreign Countries; High School Students; Measures (Individuals); Self Efficacy; Interviews; Classroom Environment; Science Teachers; Teacher Student Relationship; Mixed Methods Research; Canada + Suchen Sie Ihr Suchwort? Physik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Bildungsreform; Learning process; Lernprozess; Richtlinien; Ausland; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Messdaten; Self-efficacy; Selbstwirksamkeit; Interviewing; Interviewtechnik; Klassenklima; Unterrichtsklima; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Kanada
Abstract	Problems persist with physics learning in relation to students' understanding and use of representations for making sense of physics concepts. Further, students' views of physics learning and their physics learning processes have been predominantly found to reflect a "surface" approach to learning that focuses on mathematical aspects of physics learning that are often passed on via textbooks and lecture-style teaching. This paper reports on a teacher's effort to stimulate students' metacognitive reflection regarding their views of physics learning and their physics learning processes via a pedagogical change that incorporated the use of a representational framework and metaphors. As a consequence of the teacher's pedagogical change, students metacognitively reflected on their views of physics and their learning processes and some reported changes in their views of what it meant to understand physics and how they might learn and understand physics concepts. The findings provide a basis for further explicit teaching of representational frameworks to students in physics education as a potential means of addressing issues with their physics learning. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10