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ERIC Number: EJ1001630
Record Type: Journal
Publication Date: 2012-Dec
Pages: 17
Abstractor: As Provided
Reference Count: 48
ISSN: ISSN-2077-2327
Metacognition as Means to Increase the Effectiveness of Inquiry-Based Science Education
Seraphin, Kanesa D.; Philippoff, Joanna; Kaupp, Lauren; Vallin, Lisa M.
Science Education International, v23 n4 p366-382 Dec 2012
The Teaching Science as Inquiry (TSI) philosophy is based on the belief that science should be taught and learned as it is practiced within the discipline of science education. TSI pedagogy uses a defined theoretical framework to counter the many vague misconceptions about inquiry. This framework a) acknowledges the multiple stages through which scientists progress within scientific inquiry, b) recognizes the many ways in which scientists seek new knowledge, and c) proposes that students and teachers mirror these phases and modes of inquiry. Two year-long professional development (PD) courses built on the TSI framework and grounded in the context of aquatic science have incorporated explicit teaching of metacognitive strategies as a way to access the process and learning of science. Preliminary findings from these PD courses suggest that explicit instruction in metacognitive strategies to teachers (N = 28) and their students (N = 648) has increased the ability of both groups to become more aware of their observations, decisions, and thought processes needed to do and understand science. The metacognitive strategies provided teachers with concrete actions and thought processes to reflect upon. TSI provided the language to allow teachers and students to discuss, and ultimately assess, their metacognitive growth. We feel that metacognitive reflection coupled with disciplinary inquiry has the potential to effect change in the teaching of scientific process and scientific thought, with the result that students become better critical thinkers and more scientifically literate. In this paper, we share the metacognitive methodologies we have developed, present findings from our PD courses, and provide suggestions for future research. (Contains 1 table and 3 figures.)
International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hawaii
IES Funded: Yes
Grant or Contract Numbers: R305A100091