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Metacognition and Learning
written by Rebecca Lippmann Kung and Cedric J. Linder
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme developed from related research on mathematical problem solving. This scheme identifies a group's general behaviour and metacognitive activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability. Results suggest that a greater amount of metacognition does not appear to improve students' success in the laboratory--what appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important to consider the outcome of metacognition, not just the amount.
Metacognition and Learning: Volume 2, Issue 1, Pages 41-56
Subjects Levels Resource Types
Education - Applied Research
- Curriculum Development
= Laboratory
Education - Basic Research
- Behavior
- Cognition
- Problem Solving
= Metacognition
- Lower Undergraduate
- Graduate/Professional
- Reference Material
= Research study
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© 2007 Springer
DOI:
10.1007/s11409-007-9006-9
NSF Number:
0087519
Keywords:
Group work, Sense-making
Record Creator:
Metadata instance created May 28, 2012 by Lyle Barbato
Record Updated:
May 28, 2012 by Lyle Barbato
Last Update
when Cataloged:
June 22, 2007
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Record Link
AIP Format
R. Kung and C. Linder, Metacog. Learn. 2 (1), 41 (2007), WWW Document, (http://dx.doi.org/10.1007/s11409-007-9006-9).
AJP/PRST-PER
R. Kung and C. Linder, Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?, Metacog. Learn. 2 (1), 41 (2007), <http://dx.doi.org/10.1007/s11409-007-9006-9>.
APA Format
Kung, R., & Linder, C. (2007, June 22). Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?. Metacog. Learn., 2(1), 41-56. Retrieved June 4, 2020, from http://dx.doi.org/10.1007/s11409-007-9006-9
Chicago Format
Kung, Rebecca Lippmann, and Cedric J. Linder. "Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?." Metacog. Learn. 2, no. 1, (June 22, 2007): 41-56, http://dx.doi.org/10.1007/s11409-007-9006-9 (accessed 4 June 2020).
MLA Format
Kung, Rebecca Lippmann, and Cedric J. Linder. "Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?." Metacog. Learn. 2.1 (2007): 41-56. 4 June 2020 <http://dx.doi.org/10.1007/s11409-007-9006-9>.
BibTeX Export Format
@article{ Author = "Rebecca Lippmann Kung and Cedric J. Linder", Title = {Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?}, Journal = {Metacog. Learn.}, Volume = {2}, Number = {1}, Pages = {41-56}, Month = {June}, Year = {2007} }
Refer Export Format

%A Rebecca Lippmann Kung
%A Cedric J. Linder
%T Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?
%J Metacog. Learn.
%V 2
%N 1
%D June 22, 2007
%P 41-56
%U http://dx.doi.org/10.1007/s11409-007-9006-9
%O application/pdf

EndNote Export Format

%0 Journal Article
%A Kung, Rebecca Lippmann
%A Linder, Cedric J.
%D June 22, 2007
%T Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?
%J Metacog. Learn.
%V 2
%N 1
%P 41-56
%8 June 22, 2007
%U http://dx.doi.org/10.1007/s11409-007-9006-9


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