Dissertation/Thesis Abstract

The role of metacognition in promoting science learning and self-regulation
by Soto, Natalie E., M.S., California State University, Long Beach, 2016, 86; 10140472
Abstract (Summary)

Middle school students were instructed about the concept of metacognition in the classroom setting in order to investigate the differences in science content learning. This study investigated two research questions, first does teaching students about metacognition change their content learning in science, and second does teaching students about metacognition create self-regulated learners in the science classroom. This study compared both survey results and assessment scores to measure changes after treatment for both control and treatment groups across content scores and the survey categories of test anxiety, cognitive strategy use, and self-regulation. Statistical differences were found between groups after treatment in 2 of 3 of the survey categories; self-regulation and cognitive strategy use, and post assessment scores. Overall findings suggest that regular implementation of learning strategies used for metacognition may be beneficial to help students become more independent learners in the science classroom.

Indexing (document details)
Advisor: Gomez-Zwiep, Susan
Commitee: Colburn, Alan, Henriques, Laura
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 55/06M(E), Masters Abstracts International
Subjects: Educational psychology
Keywords: Metacognition, Middle school, Science, Self regulation
Publication Number: 10140472
ISBN: 978-1-339-95870-5
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