The Role of Metacognitive Activities in the Contextual Use of Primary Pupils' Conceptions of Science

This paper addresses the problematic nature of pupils' attempts to use their science conceptions in contexts other than the ones in which the original learning of the concept takes place. It reports research with 60 Year-5 primary school children studying current electricity, during which the researcher employed metacognitive activities alongside normal teaching procedures, in an attempt to enhance cross-contextual use of taught concepts. In order to assess the effect of different contexts on pupils' performance, a test was repeatedly administered over one school year that tested the same concepts in distinctly different contexts. Although the role of a familiar context is only partly determined, the results suggest that pupils' ability to use concepts in unfamiliar contexts is stable for a long period of time. The results also support the provision of metacognitive activities as a means of enhancing pupils' ability for cross-contextual use of their conceptions of science.     

From the general to the situated: three decades of metacognition

This paper discusses the notion of metacognition, which is usually defined as ‘cognitions about cognitions’, or ‘thinking about one's own thinking’. In so doing, it reviews the literature on metacognition over the past three decades, listing different definitions of the term and identifying diverse origins of processes metacognitive. Aspects of the nature of metacognition are discussed, highlighting some of its important yet problematic dimensions, and the potentially positive impact metacognition can have on the learning process is addressed. The paper also relates metacognition to the broader area of general thinking skills and discusses the appropriateness of practising metacognition with primary school children. The paper concludes with a synopsis of research in the outcomes of metacognition, in general, and in science education, in particular, highlighting recent interest in blending metacognitive thinking with science subject matter. Directions for research in science education with an interest in metacognition are also proposed.     

Beyond conceptual change learning in science education: focusing on transfer,durability and metacognition

The frequently encountered problems of students being unable to utilize schoollearned science in different contexts, and of students forgetting what they have learned in a short time after initial instruction, are two important problems for classroom practitioners. This paper advocates a shift in focus of conceptual change learning research in order to address these problems. It draws upon four overlapping areas: conceptual change learning is the broad subject area that sets the epistemological background; transfer and durability of scientific conceptions are the two problem areas under scrutiny, while metacognition is seen as potential mediator of improvement. The paper offers a brief review of existing literature on the four areas; it proposes confronting the two problems by incorporating metacognitive instruction in the learning environment of primary school science; and it reports on recently completed research.