Metacognitive Awareness of Science Oriented Students in Republic of Serbia
Year: 2015
Type: article
Study design: Observational Study
Abstract: This paper presents an analysis of science oriented students’metacognitive awareness. Research sample consists of about 200 students of bothgenders that have enrolled in science oriented department in one of fourGrammar schools in Novi Sad. Students enrolling Grammar school in Serbia aremainly 15 years old girls and boys. For the need of this research, thequestionnaire (that included Metacognitive Awareness Inventory - MAI) wasconstructed. According to the first framework given by Flavell (1971),metacognitive awareness can be categorized into awareness of: metacognitiveknowledge, metacognitive regulation and metacognitive experiences. Knowledge ofcognition usually includes three different kinds of metacognitive awareness: declarativeknowledge, procedural knowledge and conditional (strategic) knowledge.Regulation of cognition refers to awareness of the need to use certainstrategies, such as planning, information management, monitoring, evaluationand debugging in process of thinking and learning. The students, who conceivethe experiments (scientific method) in teaching physics helpful for theirunderstanding of the physics contents, have shown higher level of metacognitiveawareness. The same could be concluded for the students who are writing down ina notebook the performed experiments (procedure, explanation, conclusions...)and the students who understand experiments and their explanations. Ifmetacognition is defined as the knowledge and control over children’s own thinkingand learning activities, it is very obvious that metacognition have greatimpact on learning process.
Source: DergiPark (Istanbul University)
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2947593067