Changing the Learning Environment to Enhance Students' Metacognition in Hong Kong Primary School Classrooms |
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Authors: | Email author" target="_blank">Gregory?P?ThomasEmail author Doris?Au?Kin?Mee |
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Institution: | (1) Department of Science, Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong;(2) Jockey Club Primary School, Hong Kong Institute of Education, 10 Lo Ping Road, Tai Po, Hong Kong |
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Abstract: | This study reports on the impact of a 2-month classroom intervention that sought to alter the learning environment of two
Hong Kong Primary Year 3 general studies classrooms. Mixed methodology, employing quantitative and qualitative data-gathering
strategies, was used to investigate changes to the learning environments, including changes to the teachers' language and
ultimately the students' metacognition. The quantitative facet of the research involved the development of a 15-item learning
environments instrument, the General Studies Metacognitive Orientation Scale (GSMOS), that evaluated elements of the metacognitive
orientation of the classrooms' learning environments. While the data from the administration of the GSMOS suggested no statistical
differences between the pre- and post-intervention environments of the classrooms, student interviews and classroom observations
provided supportive data for some changes, which resulted in students developing metacognitive knowledge of teacher-selected
thinking and learning strategies, as well as some awareness and limited control of their use of such strategies in their classrooms. |
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Keywords: | learning environments metacognition metacognitive orientation scale development |
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