An action research in science: Providing metacognitive support to year 9 students

Wagaba, F.; Treagust, David; Chandrasegaran, Chandra; Won, Mihye

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Access Status

Open access

Authors

Wagaba, F.

Treagust, David

Chandrasegaran, Chandra

Won, Mihye

Date

2016

Type

Journal Article

Metadata

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Citation

Wagaba, F. and Treagust, D. and Chandrasegaran, C. and Won, M. 2016. An action research in science: Providing metacognitive support to year 9 students. International Journal of Environmental and Science Education. 11 (12): pp. 5376-5395.

Source Title

International Journal of Environmental and Science Education

Additional URLs

http://www.ijese.net/makale/713

School

Science and Mathematics Education Centre (SMEC)

Remarks

This open access article is distributed under the Creative Commons license http://creativecommons.org/licenses/by/4.0/

URI

http://hdl.handle.net/20.500.11937/33177

Collection

Curtin Research Publications

Abstract

© 2016 Wagaba et al. An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, atoms and the Periodic Table. The study was conducted over three years involving 35, 20 and 24 students in each year. The interventions included providing students with clearly stated focused outcomes about the relevant science concepts, engaging in collaborative group work, reading scientific texts and using concept mapping techniques. The data to evaluate the effectiveness of the metacognitive interventions were obtained from pre- and posttest results of the Metacognitive Support Questionnaire (MSpQ). The results showed gains in the MSpQ.