Metacognition in Science Education: Trends in Current Research PDF
Preview Metacognition in Science Education: Trends in Current Research
Metacognition in Science Education Contemporary Trends and Issues in Science Education VOLUME 40 SERIES EDITOR Dana Zeidler, University of South Florida, Tampa, USA FOUNDING EDITOR Ken Tobin, City University of New York, USA EDITORIAL BOARD Fouad Abd El Khalick, University of Illinois at Urbana-Champaign, USA Marrisa Rollnick, University of the Witwatersrand, Johannesburg, South Africa Svein Sjøberg, University of Oslo, Norway David Treagust, Curtin University of Technology, Perth, Australia Larry Yore, University of Victoria, British Columbia, Canada HsingChi von Bergmann, University of Calgary, Canada Troy D. Sadler, University of Florida, Gainesville, FL, USA SCOPE The book series Contemporary Trends and Issues in Science Education provides a forum for innovative trends and issues connected to science education. Scholarship that focuses on advancing new visions, understanding, and is at the forefront of the fi eld is found in this series. Accordingly, authoritative works based on empirical research and writings from disciplines external to science education, including historical, philosophical, psychological and sociological traditions, are represented here. For further volumes: http://www.springer.com/series/6512 Anat Zohar • Yehudit Judy Dori Editors Metacognition in Science Education Trends in Current Research Editors Anat Zohar Yehudit Judy Dori School of Education Department of Education in Technology Hebrew University of Jerusalem and Science and the Division of Continuing Jerusalem, Mt. Scopus Education and External Studies Israel Technion, Israel Institute of Technology [email protected] Haifa, Israel [email protected] The Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA ISSN 1878-0482 e-ISSN 1878-0784 ISBN 978-94-007-2131-9 e-ISBN 978-94-007-2132-6 DOI 10.1007/978-94-007-2132-6 Springer Dordrecht Heidelberg London New York Library of Congress Control Number: 2011938276 © Springer Science+Business Media B.V. 2012 No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfi lming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifi cally for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work. Printed on acid-free paper Springer is part of Springer Science+Business Media (www.springer.com) Contents 1 Introduction ............................................................................................. 1 Anat Zohar and Yehudit Judy Dori 2 Metacognition in Science Education: Definitions, Constituents, and Their Intricate Relation with Cognition ................ 21 Marcel V. J. Veenman 3 Reading Science: How a Naive View of Reading Hinders So Much Else ........................................................................................... 37 Stephen P. Norris and Linda M. Phillips 4 Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program ............ 57 Gregory Schraw, Lori Olafson, Michelle Weibel, and Daphne Sewing 5 The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science ............................. 79 Tina Grotzer and Sarah Mittlefehldt 6 Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding ................................................................... 101 David Whitebread and Valeska Grau Cárdenas 7 The Role of Self-monitoring in Learning Chemistry with Dynamic Visualizations .................................................................. 133 Jennifer L. Chiu and Marcia C. Linn 8 The Relationship Between Metacognition and the Ability to Pose Questions in Chemical Education............................................. 165 Orit Herscovitz, Zvia Kaberman, Liora Saar, and Yehudit Judy Dori v vi Contents 9 Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development .......... 197 Anat Zohar 10 A Metacognitive Teaching Strategy for Preservice Teachers: Collaborative Diagnosis of Conceptual Understanding in Science .... 225 Osnat Eldar, Bat-Sheva Eylon, and Miky Ronen 11 Toward Convergence of Critical Thinking, Metacognition, and Reflection: Illustrations from Natural and Social Sciences, Teacher Education, and Classroom Practice ........................................ 251 Carole L. Ford and Larry D. Yore Author Index.................................................................................................... 273 Subject Index ................................................................................................... 277 Contributors Jennifer L. Chiu Curry School of Education , University of Virginia , Charlottesville , VA , USA, [email protected] Yehudit Judy Dori Department of Education in Technology and Science and the Division of Continuing Education and External Studies , Technion, Israel Institute of Technology , Haifa , I srael , [email protected] The Center for Educational Computing Initiatives, Massachusetts Institute of Technology , Cambridge , MA , USA Osnat Eldar Oranim Academic College of Education , Tivon , Israel, [email protected] Bat-Sheva Eylon The Science Teaching Department , Weizmann Institute of Science , Rehovot , Israel, [email protected] Carole L. Ford Department of Curriculum and Instruction , University of Victoria , Victoria , BC , Canada Valeska Grau Cárdenas School of Psychology , Pontifi cia Universidad Católica de Chile , Santiago , Chile, [email protected] Tina Grotzer Project Zero , Harvard Graduate School of Education , Cambridge , MA , USA, [email protected] Orit Herscovitz Department of Education in Technology and Science and the Division of Continuing Education and External Studies , Technion , Haifa , Israel, [email protected] Zvia Kaberman Department of Education in Technology and Science , Technion , Haifa , Israel, [email protected] Marcia C. Linn Graduate School of Education , University of California, Berkeley , CA , USA, [email protected] vii viii Contributors Sarah Mittlefehldt Environmental Studies Program , Green Mountain College , Poultney , VT , USA, [email protected] Stephen P. Norris Department of Educational Policy Studies and Centre for Research in Youth, Science Teaching and Learning , University of Alberta , Edmonton , AB , Canada, [email protected] Lori Olafson Department of Educational Psychology , University of Nevada, Las Vegas , Las Vegas, NV 89154 , USA, [email protected] Linda M. Phillips Canadian Centre for Research on Literacy , University of Alberta , Edmonton , AB , Canada, [email protected] Miky Ronen Department of Instructional Systems Technologies , Holon Institute of Technology , Holon , Israel, [email protected] Liora Saar Hemda Science Center , Tel Aviv , Israel, [email protected] Gregory Schraw Department of Educational Psychology , University of Nevada, Las Vegas , Las Vegas, NV 89154 , USA, [email protected] Daphne Sewing Public Lands Institute , University of Nevada , Las Vegas , Las Vegas, NV 89154 , USA, [email protected] Marcel V. J. Veenman Department of Developmental and Educational Psychology, Institute for Psychological Research , Leiden University , Leiden , The Netherlands, [email protected] Michelle Weibel Public Lands Institute , University of Nevada, Las Vegas , Las Vegas, NV 89154 , USA, [email protected] David Whitebread Faculty of Education , University of Cambridge , Cambridge , UK, [email protected] Larry D. Yore Department of Curriculum and Instruction , University of Victoria , Victoria , BC , Canada, [email protected] Anat Zohar School of Education , Hebrew University of Jerusalem , Jerusalem , Israel, [email protected] Chapter 1 Introduction Anat Zohar and Yehudit Judy Dori Research about metacognition and its implications for learning and instruction have become a central issue in education. The call for teaching metacognitive skills is considered one of the three main implications for instruction that emerged from over three decades of research about how people learn; the two additional implications being: (a) the call for teachers to draw out and consider students’ preexisting understandings, and (b) the call to replace superfi cial coverage of all topics in a subject area with in-depth coverage of fewer topics that allows key concepts in that discipline to be understood. Metacognition is signifi cant across the curriculum and an emphasis on metacognition needs to accompany instruction in each of the school disciplines ( Bransford et al. 2 000 ). There is ample evidence that metacognitive activities, or the metacognitive skills they emanate from, appear to be domain general by nature, rather than domain specifi c (see Chap. 2 , this volume). Yet, the specifi c metacognitive knowledge required in each lesson varies according to the knowledge structure and specifi c content of the discipline (Bransford et al. 2 000 ). In a history lesson, for example, students might be asking themselves who is the writer of a document, and how does that affect the interpretation of events. In biology, students might be engaged in monitoring their understanding of the relationship between structure and function of an organ. In chemistry, they may focus on monitoring their understanding of the A. Zohar (*) School of Education , Hebrew University of Jerusalem , Jerusalem , Israel e-mail: [email protected] Y. J. Dori Department of Education in Technology and Science and the Division of Continuing Education and External Studies, Technion, Israel Institute of Technology, Haifa, Israel e-mail: [email protected] The Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA, USA A. Zohar and Y.J. Dori (eds.), Metacognition in Science Education: Trends in Current 1 Research, Contemporary Trends and Issues in Science Education 40, DOI 10.1007/978-94-007-2132-6_1, © Springer Science+Business Media B.V. 2012
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