Publication: Ninth-Grade Students’ Metacognitive Experience from Learning with the Metacognitive Experience Learning Box in the Equilibrium of Moments
Issued Date
2021-01-01
Resource Type
ISSN
2327915X
23277971
23277971
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2-s2.0-85105819815
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Mahidol University
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SCOPUS
Bibliographic Citation
International Journal of Science, Mathematics and Technology Learning. Vol.28, No.1 (2021), 41-59
Suggested Citation
Soonthareeya Sanium, Khajornsak Buaraphan Ninth-Grade Students’ Metacognitive Experience from Learning with the Metacognitive Experience Learning Box in the Equilibrium of Moments. International Journal of Science, Mathematics and Technology Learning. Vol.28, No.1 (2021), 41-59. doi:10.18848/2327-7971/CGP/V28I01/41-59 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/76983
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Title
Ninth-Grade Students’ Metacognitive Experience from Learning with the Metacognitive Experience Learning Box in the Equilibrium of Moments
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Abstract
Metacognition can enhance student learning in science and life-long learning. This study aimed to develop an innovative teaching kit called the Metacognitive Experience Learning Box (MELB) to explore ninth-grade students’ metacognitive experience (ME) and scientific conceptual understanding in the equilibrium of moments. A case study design was employed in this study. The research participants were twelve ninth-grade students who studied the equilibrium of moments at an educational opportunity expansion school located in Samut Sakorn Province, Thailand. Data were collected with (a) pre- and post-tests of conceptual understanding in the equilibrium of moments, (b) ME observation, and (c) MELB worksheets. The quantitative data pre- and post-tests of conceptual understanding were analyzed for mean and standard deviation and calculated for the relative score gain. The qualitative data from ME observation and the MELB worksheets were analyzed by thematic analysis. The results showed that some students developed metacognitively, as demonstrated in their learning process, while others showed less development in this area. This study showed that students’ prior knowledge and writing skills are two key factors affecting students’ ME and conceptual understanding. In addition, students’ writing skills impeded them in expressing their ME. Other methods or tools should be explored further to capture real MEs. This study suggests that science students also need encouragement and suggestions from their classmates and teachers to develop and utilize their metacognitive awareness and skills.