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METACOGNITIVE AWARENESS OF SCIENCE ORIENTED STUDENTS IN REPUBLIC OF SERBIA

Year 2015, Volume: 2 , 5 - 8, 30.04.2015

Abstract

This paper presents an
analysis of science oriented students’ metacognitive awareness. Research sample
consists of about 200 students of both genders that have enrolled in science
oriented department in one of four Grammar schools in Novi Sad. Students
enrolling Grammar school in Serbia are mainly 15 years old girls and boys. For
the need of this research, the questionnaire (that included Metacognitive
Awareness Inventory - MAI) was constructed. According to the first framework
given by Flavell (1971), metacognitive awareness can be categorized into
awareness of: metacognitive knowledge, metacognitive regulation and
metacognitive experiences. Knowledge of cognition usually includes three
different kinds of metacognitive awareness: declarative knowledge, procedural
knowledge and conditional (strategic) knowledge. Regulation of cognition refers
to awareness of the need to use certain strategies, such as planning,
information management, monitoring, evaluation and debugging in process of thinking
and learning. The students, who conceive the experiments (scientific method) in
teaching physics helpful for their understanding of the physics contents, have
shown higher level of metacognitive awareness. The same could be concluded for
the students who are writing down in a notebook the performed experiments
(procedure, explanation, conclusions...) and the students who understand
experiments and their explanations. If metacognition is defined as the
knowledge and control over children’s own thinking and learning activities, it
is very obvious that metacognition have great impact on learning process. 

References

  • Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation and self-regulation. In A. Efklides, J. Kuhl & R.M. Sorrentino (Eds.): Trends and prospects in motivation research (pp. 297-323). Dordrecht, The Netherlands: Kluwer Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14. Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. Flavell, J. H. & Wellman, H. M. (1977). Metamemory. In R.V. Kail & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdale, NJ: Lawrence Erlbaum Associates. Kuhn, D. & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43 (4), 268 – 274. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. Obadović, D., Rančić, I., Cvjetićanin, S. & Segedinac, M. (2012). The Impact of Implementation of Scientific Method in Teaching Sciences on the Positive Pupils’ Attitude in Learning Physics. Proceedings “Theory and Practice of Connecting and Integrating in Teaching and Learning Process”, Faculty of Education in Sombor, str. 213-227. Obadović D., Rančić I, Cvjetićanin S. & Segedinac M. (2013). The Impact of Implementation of Simple Experiments on the Pupils’ Positive Attitude in Learning Science Contents in Primary School. The New Educational Review, 34, No.4, 138-150. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371. Weinert, F. E. & Kluwe R. H. (Eds.). (1987). Metacognition, Motivation and Understanding. Hillsdale, New Jersy: Lawrence Erlbaum Associates.
Year 2015, Volume: 2 , 5 - 8, 30.04.2015

Abstract

References

  • Cross, D. R. & Paris, S. G. (1988). Developmental and instructional analyses of children’s metacognition and reading comprehension. Journal of Educational Psychology, 80(2), 131-142. Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation and self-regulation. In A. Efklides, J. Kuhl & R.M. Sorrentino (Eds.): Trends and prospects in motivation research (pp. 297-323). Dordrecht, The Netherlands: Kluwer Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3-14. Flavell, J. H. (1979). Metacognition and cognitive monitoring: a new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911. Flavell, J. H. & Wellman, H. M. (1977). Metamemory. In R.V. Kail & J.W. Hagen (Eds.), Perspectives on the development of memory and cognition (pp. 3-33). Hillsdale, NJ: Lawrence Erlbaum Associates. Kuhn, D. & Dean, D. (2004). Metacognition: a bridge between cognitive psychology and educational practice. Theory into Practice, 43 (4), 268 – 274. Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699. Obadović, D., Rančić, I., Cvjetićanin, S. & Segedinac, M. (2012). The Impact of Implementation of Scientific Method in Teaching Sciences on the Positive Pupils’ Attitude in Learning Physics. Proceedings “Theory and Practice of Connecting and Integrating in Teaching and Learning Process”, Faculty of Education in Sombor, str. 213-227. Obadović D., Rančić I, Cvjetićanin S. & Segedinac M. (2013). The Impact of Implementation of Simple Experiments on the Pupils’ Positive Attitude in Learning Science Contents in Primary School. The New Educational Review, 34, No.4, 138-150. Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. Schraw, G. & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371. Weinert, F. E. & Kluwe R. H. (Eds.). (1987). Metacognition, Motivation and Understanding. Hillsdale, New Jersy: Lawrence Erlbaum Associates.
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Details

Journal Section Articles
Authors

Dušanka ž. Obadovıć This is me

İvana Bogdanovıć This is me

Stanko Cvjetıćanın This is me

Milica Pavkov This is me

Publication Date April 30, 2015
Published in Issue Year 2015 Volume: 2

Cite

APA Obadovıć, D. ž., Bogdanovıć, İ., Cvjetıćanın, S., Pavkov, M. (2015). METACOGNITIVE AWARENESS OF SCIENCE ORIENTED STUDENTS IN REPUBLIC OF SERBIA. The Eurasia Proceedings of Educational and Social Sciences, 2, 5-8.