Variations in students’ science performance in international studies prompted an investigation of variations between the metacognitive orientations of science learning environments in Confucian-heritage-culture (CHC) science classrooms and non-CHC science classrooms in Hong Kong. Survey and interview techniques were employed with students and teachers from ten CHC and ten non-CHC classrooms to ascertain variations in perceptions of the extent to which psychosocial factors known to influence the development of students’ metacognition were evident in these classrooms. The data suggest that significant variations exist between CHC and non-CHC classroom learning environments in relation to the degree of metacognitive demand, encourage-ment and support, and emotional support. These differences seem to relate to cultural differences in relation to the purpose and enactment of schooling. Low levels of student-teacher and student-student discourse related to learning processes suggest that developing metacognition is not given high priority in either the CHC or non-CHC classrooms.
|Publication status||Published - Aug 2003|