Meaningful learning involves among other things, taking the responsibility for one’s own learning process, which utilizes thinking skills. Metacognition, which is about active monitoring, conscious control and regulation of mental processes, is a key factor in understanding learning. A number of studies of student learning in formal classroom environments provide strong evidence that when students are assisted to become aware of their own learning processes, they develop richer knowledge and understanding of the content of their learning, and become better, more empowered learners. However, there are few reported studies that have investigated the links between learners’ metacognitive characters and how these characters factor into and shape knowledge construction. This paper reports on a study of students developing knowledge of kinematics mediated through several critical physics–based experiences, including active engagement in an amusement park physics program and subsequent follow-up classroom activities connected to the physics of the rides they encountered. This paper reports on the interpretive cases of Years 11 and 12 physics students’ identified metacognitive characteristics, and how these characteristics were seen to factor into and shape subsequent knowledge constructionharacteristics, and how these characteristics were seen to factor into and shape subsequent knowledge construction
|Publication status||Published - Apr 2005|
CitationNashon, S. M., Anderson, D., Thomas, G. P., Yagi, I., Neilsew, W. S., & Tetseya, H. (2005, April). Students metacognitive characters as predictors of their subsequent knowledge construction. Paper presented at the 13th Biennial Conference: EARLI 2009: Fostering Communities of Learners, Amsterdam, The Netherlands.
- Secondary Education
- Theory and Practice of Teaching and Learning