Students’ Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them
Abstract
This paper presents a research directed to examine the relation between students’ metacognitive awareness and
physics learning efficiency. Questionnaire of metacognitive awareness and physics knowledge test were applied on
the sample of 746 subjects of both sexes, first graders of Grammar Schools in Novi Sad, Republic of Serbia.
Obtained results were treated statistically. Results analysis shows that 15 years old girls have higher level of
metacognitive awareness than 15 years old boys. It is shown that achievement in physics is not dependent on gender.
The results indicate significant moderate correlation between metacognitive skills and student achievement in
physics (r = 0.48473, p < 0.001). Important insights about metacognitive awareness and efficiency in physics
learning have been generated. Our study has highlighted the benefits of developing metacognitive awareness to
achieve better results in physics teaching-learning process.
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Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5, 251–267. doi: 10.1007/s11409-010-9060-6
Kuhn, D., & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. doi: 10.1207/s15430421tip4304_4
Mace, F. C., & Kratochwill, T. R. (1985). Theories of Reactivity in Self Monitoring: A Comparison of Cognitive-behavioral and Operant Models. Behavior Modification 9, 323- 343.
Maki, R. H. (1998). Test predictions over text material. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 117–144). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699.
Ormrod, J. E. (2004). Human Learning. Upper Saddle River, NJ: Pearson Prentice Hall.
Otero, J. (1998). Influence of knowledge activation and context on comprehension monitoring of science texts. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 145–164). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ozel, M. (2005). Başarılı Bir Fizik Eğitimi için Stratejiler [Strategies for Successful Physics Teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Journal of Pamukkale University], 16, 79-88.
Ozsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82. Retrieved from http://www.pegem.net/dosyalar/dokuman/48624-20090513123752-03the-effect-of-metacognitive-strategy-training.pdf
Posner, M. I. (Ed.). (1989). Foundations of Cognitive Science. Cambridge, MA: Bradford/ MIT Press.
Rahman, F., Jumani, N. B., Chaudry, M. A., Chisti, S. H., & Abbasi, F. (2010). Impact of Metacognitive Awareness on Performance of Students in Chemistry. Contemporary Issues in Education Research, 3(10), 39-55.
Schraw, G., & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. doi: 0361-476X/94
Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371. doi: 10.1007/BF02212307
Singh, Y. G. (2012). Metacognitive Ability of Secondary Students and Its Association with Academic Achievement in Science Subject. International Indexed & Referred Research Journal, 4(39), 46-47.
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79. doi: 10.1016/j.bbr.2011.03.031
Topcu, M. S., & Yilmaz-Tuzun O. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status, Elementary Education Online, 8(3), 676-693. Retrieved from http://ilkogretimonline. org.tr/vol8say3/v8s3m5.pdf
Weinert, F. E., & Kluwe R. H. (Eds.). (1987). Metacognition, Motivation and Understanding. Hillsdale, New Jersy: Lawrence Erlbaum Associates.
Weinert F. E. (1983). Cognitive knowledge and executive control: metacognition. In D. R. Griffin (Ed.), Animal Mind-Human Mind (pp. 201–24). New York: Springer-Verlag.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339.
Breault, D. A., & Breault, R. (Eds.). (2005). Experiencing Dewey: Insights for today's classroom. Indianapolis, IN: Kappa Delta Pi.
Brown, A. L. (1978). Knowing when, where, and how to remember: A problem of metacognition. In R. Glaser (Ed.), Advances in instructional psychology (Vol.1). Hillsdale, New York: Lawrence Erlbaum Associates.
Brown, A. (1987). Metacognition, executive control, self regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, Motivation, and Understanding (pp. 65–116). Hillsdale, New Jersey: Lawrence Erlbaum Associates.
Carr, M., & Jessup, D. L. (1997). Gender differences in first grade mathematics strategy use: Social and metacognitive influences. Journal of Educational Psychology, 89(2), 318-328. doi: 10.1037/0022-0663.89.2.318
Chi, M. T. H. (1987). Representing knowledge and metaknowledge: implications for interpreting metamemory research. In F.E. Weinert & R.H. Kluwe (Eds.), Metacognition, motivation and understanding. Hillsdale, NJ: Lawrence Erlbaum Associates.
Ciascai, L., & Haiduc, L. (2011). Gender differences in metacognitive skills. Procedia - Social and Behavioral Sciences (International Conference on Education and Educational Psychology), 29, 396 – 401.
Cooper, S. (1999). Theories of learning in educational psychology: John Flavell: metacognition. Retrieved from http://www.lifecircles-inc.com/Learningtheories/constructivism/flavell.html
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.
Davidson, J. E., & Sternberg, R. J. (1998). Smart problem solving: how metacognition helps. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 47–68). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Downing, K., Chan, S. W., Downing, W. K., Kwong, T., & Lam, T. F. (2008). Measuring gender differences in cognitive functioning. Multicultural Education & Technology Journal, 2(1), 4-18. doi: 10.1108/17504970810867124
Fatin, A. P. (2005). Gender and Ethnical Differences in Metacognitive Skills and Problem solving Ability among Physics Students in Johor. Paper presented at the Science and Mathematics Research Seminar organized by Science and Mathematics Association of Johor and Faculty of Education, Skudai Johor.
Flavell, J. H. (1979) Metacognition and cognitive monitoring: a new area of cognitive developmental inquiry. American Psychologist, 34(10), 906-911. doi: 10.1037/0003- 066X.34.10.906
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.
Forrest-Pressley, D. L., MacKinnon, G. E., & Waller, T. G. (Eds.) (1985). Metacognition, Cognition, and Human Performance: Vol. 1. Theoretical Perspectives, Vol. 2: Instructional Practice. New York: Academic Press.
Ganong, W. F. (2001). Review of Medical Physiology. New York: McGraw Hill.
Hacker, D. J. (1998a). Self-regulated comprehension during normal reading. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 165–191). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Hacker D. J. (1998b). Definitions and empirical foundations. In D. J. Hacker, J. Dunloskey, & A.
C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 1–23).
Mahwah, New Jersey: Lawrence Erlbaum Associates.
Halpern, D. F. (1984). Thought and Knowledge. Hillsdale, NJ: Lawrence Erlbaum Associates.
Hennessey, M. G. (1999). Probing the dimensions of metacognition: Implications for conceptual change teaching-learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
Hong, E., & O’Neil Jr., H. F. (2001). Construct validation of a trait self-regulation model. International Journal of Psychology, 36, 186-194. doi: 10.1080/00207590042000146
Kluwe, R. H. (1982). Cognitive knowledge and executive control: Metacognition. In D.R. Griffin (Ed.), Animal mind- human mind (pp. 201-224). New York: Springer-Verlag.
Krebs, S. S., & Roebers, C. M. (2012). The impact of retrieval processes, age, general achievement level, and test scoring scheme for children’s metacognitive monitoring and controlling, Metacognition Learning, 7. 75–90. doi: 10.1007/s11409-011-9079-3
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How differences in recognizing one’s own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology 77, 6, 1121-1134.
Ku, K. Y. L., & Ho, I. T. (2010). Metacognitive strategies that enhance critical thinking. Metacognition Learning, 5, 251–267. doi: 10.1007/s11409-010-9060-6
Kuhn, D., & Dean, D. (2004). A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4), 268-273. doi: 10.1207/s15430421tip4304_4
Mace, F. C., & Kratochwill, T. R. (1985). Theories of Reactivity in Self Monitoring: A Comparison of Cognitive-behavioral and Operant Models. Behavior Modification 9, 323- 343.
Maki, R. H. (1998). Test predictions over text material. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 117–144). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Martinez, M. E. (2006). What is metacognition? Phi Delta Kappan, 696-699.
Ormrod, J. E. (2004). Human Learning. Upper Saddle River, NJ: Pearson Prentice Hall.
Otero, J. (1998). Influence of knowledge activation and context on comprehension monitoring of science texts. In D. J. Hacker. J. Dunloskey, & A. C. Graesser (Eds.), Metacognition in Educational Theory and Practice (pp. 145–164). Mahwah, New Jersey: Lawrence Erlbaum Associates.
Ozel, M. (2005). Başarılı Bir Fizik Eğitimi için Stratejiler [Strategies for Successful Physics Teaching]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi [Journal of Pamukkale University], 16, 79-88.
Ozsoy, G., & Ataman, A. (2009). The effect of metacognitive strategy training on mathematical problem solving achievement. International Electronic Journal of Elementary Education, 1(2), 67-82. Retrieved from http://www.pegem.net/dosyalar/dokuman/48624-20090513123752-03the-effect-of-metacognitive-strategy-training.pdf
Posner, M. I. (Ed.). (1989). Foundations of Cognitive Science. Cambridge, MA: Bradford/ MIT Press.
Rahman, F., Jumani, N. B., Chaudry, M. A., Chisti, S. H., & Abbasi, F. (2010). Impact of Metacognitive Awareness on Performance of Students in Chemistry. Contemporary Issues in Education Research, 3(10), 39-55.
Schraw, G., & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475. doi: 0361-476X/94
Schraw, G., & Moshman, D. (1995). Metacognitive Theories. Educational Psychology Review 7(4), 351–371. doi: 10.1007/BF02212307
Singh, Y. G. (2012). Metacognitive Ability of Secondary Students and Its Association with Academic Achievement in Science Subject. International Indexed & Referred Research Journal, 4(39), 46-47.
Sperling, R. A., Howard, B. C., Miller, L. A., & Murphy, C. (2002). Measures of children’s knowledge and regulation of cognition. Contemporary Educational Psychology, 27, 51-79. doi: 10.1016/j.bbr.2011.03.031
Topcu, M. S., & Yilmaz-Tuzun O. (2009). Elementary Students’ Metacognition and Epistemological Beliefs Considering Science Achievement, Gender and Socioeconomic Status, Elementary Education Online, 8(3), 676-693. Retrieved from http://ilkogretimonline. org.tr/vol8say3/v8s3m5.pdf
Weinert, F. E., & Kluwe R. H. (Eds.). (1987). Metacognition, Motivation and Understanding. Hillsdale, New Jersy: Lawrence Erlbaum Associates.
Weinert F. E. (1983). Cognitive knowledge and executive control: metacognition. In D. R. Griffin (Ed.), Animal Mind-Human Mind (pp. 201–24). New York: Springer-Verlag.
Zimmerman, B. J. (1989). A Social Cognitive View of Self-regulated Academic Learning. Journal of Educational Psychology, 81(3), 329-339.
Published
2017-02-23
How to Cite
BOGDANOVIĆ, Ivana et al.
Students’ Metacognitive Awareness and Physics Learning Efficiency and Correlation between Them.
European Journal of Physics Education, [S.l.], v. 6, n. 2, p. 18-30, feb. 2017.
ISSN 1309-7202.
Available at: <https://eu-journal.org/index.php/EJPE/article/view/4>. Date accessed: 29 apr. 2024.
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