TITLE

Eliciting Metacognitive Experiences and Reflection in a Year 11 Chemistry Classroom: An Activity Theory Perspective

AUTHOR(S)
Thomas, Gregory; McRobbie, Campbell
PUB. DATE
June 2013
SOURCE
Journal of Science Education & Technology;Jun2013, Vol. 22 Issue 3, p300
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Concerns regarding students' learning and reasoning in chemistry classrooms are well documented. Students' reasoning in chemistry should be characterized by conscious consideration of chemical phenomenon from laboratory work at macroscopic, molecular/sub-micro and symbolic levels. Further, students should develop metacognition in relation to such ways of reasoning about chemistry phenomena. Classroom change eliciting metacognitive experiences and metacognitive reflection is necessary to shift entrenched views of teaching and learning in students. In this study, Activity Theory is used as the framework for interpreting changes to the rules/customs and tools of the activity systems of two different classes of students taught by the same teacher, Frances, who was teaching chemical equilibrium to those classes in consecutive years. An interpretive methodology involving multiple data sources was employed. Frances explicitly changed her pedagogy in the second year to direct students attention to increasingly consider chemical phenomena at the molecular/sub-micro level. Additionally, she asked students not to use the textbook until toward the end of the equilibrium unit and sought to engage them in using their prior knowledge of chemistry to understand their observations from experiments. Frances' changed pedagogy elicited metacognitive experiences and reflection in students and challenged them to reconsider their metacognitive beliefs about learning chemistry and how it might be achieved. While teacher change is essential for science education reform, students are not passive players in change efforts and they need to be convinced of the viability of teacher pedagogical change in the context of their goals, intentions, and beliefs.
ACCESSION #
87621559

 

Related Articles

  • Teenage Wasteland. DEER, JESSICA // Eastern Door;9/14/2012, Vol. 21 Issue 36, p10 

    A personal narrative is presented in which the author discusses her experiences of schooling and missing classes.

  • What Did You Learn in School Today? Mustain, Wendy C. // Teaching Elementary Physical Education;Nov98, Vol. 9 Issue 6, p4 

    Relates the experience of the author on physical education. Interactions between teachers and students; Incorporation of physical fitness program in classes; Role of physical educators in improving student learning.

  • Go Paperless! Mott, Amanda; David Son, John // Learning & Leading with Technology;Dec2009, Vol. 37 Issue 4, p30 

    The article presents the author's experience of conducting classes of fourth grade students without the use of papers.

  • COMMUNITY CALENDAR SEATTLE 2013.  // Skanner (Seattle, WA & Portland, OR Combined Edition);7/17/2013, Vol. 35 Issue 41, p2 

    The calendar of events at Seattle (Wash.) for July 2013 is presented which includes Essential Church's free Block Party at South Bellevue Community Center on July 18, Home Buyer Education Class at Green Lake on July 20, and The Barefoot Wine Beach rescue Project at Alki Beach on July 27.

  • Number of classes with more than 30 infants fall to 0.5%. Conrad, Mark // Public Finance;11/23/2001, p16 

    Reports the reduction in the number of infant school children in classes of more than 30 students in Great Britain. Average infant class size; Increase in the number of teaching assistants.

  • GED classes offered at Just Do It Now.  // East Bernard Express (TX);5/22/2014, Vol. 71 Issue 21, p10 

    The article announces that Just Do It Now located at Martin Luther King Jr. Boulevard in Wharton, Texas will offer general education development (GED) classes for adult in May 2014.

  • The Truth About Girls In Woodshop. Mantilla, Nina // Off Our Backs;May/Jun2002, Vol. 32 Issue 5/6, p30 

    Relates the experience of the author in attending a woodshop class in the United States. Prominence of boys in a woodshop class; Reactions on a girl taking woodshop; Status of girls in a woodshop class.

  • They're celebrating student success in Cleveland.  // American Teacher;Nov2003, Vol. 88 Issue 3, p3 

    Details the improvement of the public education system in Cleveland, Ohio. Success of investment in early childhood programs and reduction of class sizes; Increase of the passing percentage of fourth-grade students in reading test; Benefits gained by teachers in participating in the reading...

  • Understanding class silence in China: Approach from the perspective of intercultural study. Zhong-Hua Wu // Sino-US English Teaching;2008, Vol. 5 Issue 4, p35 

    Chinese students tend to keep silent in class and bear in mind what has been taught passively rather than expressing their ideas actively like western students, which concerns Chinese teachers deeply because of the unsatisfactory class production. From the perspectives of "face" in Politeness...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics