Investigating the effects of metacognitive instruction in learning primary school science in some sc...

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" Investigating the effects of metacognitive instruction in learning primary school science in some schools in Ethiopia "
Desta Berhe Sbhatu J. E. Penick

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	54455
Doc. No	:	TL24409
Call number	:	‭3269453‬
Main Entry	:	Desta Berhe Sbhatu
Title & Author	:	Investigating the effects of metacognitive instruction in learning primary school science in some schools in Ethiopia\ Desta Berhe Sbhatu
College	:	North Carolina State University
Date	:	2006
Degree	:	Ph.D.
student score	:	2006
Page No	:	267
Abstract	:	Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students (age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia’s primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in ‘application’ type tests. Metacognitive reflection activities enabled students to perform better in ‘application’ and ‘transfer’ type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.
Subject	:	Education; Ethiopia; Graphic organizers; Higher order thinking; Learning; Metacognitive instruction; Primary school; Science; Science education; 0714:Science education
Added Entry	:	J. E. Penick
Added Entry	:	North Carolina State University