Abstract
The study aimed to investigate metacognitive experiences in the domain of physics. Specifically, the experiences of task difficulty, certainty about the solution provided to a task, and personal satisfaction with the solution were examined. A total of 138 fifth and sixth grade pupils were asked to (a) solve a battery of tasks measuring thermal phenomena, and (b) evaluate their experienced task difficulty, certainty and personal satisfaction with their solutions on 4-point scales. Data analyses indicated that fifth and sixth graders exhibit relatively limited metacognitive awareness; their metacognitive estimations were not accurate in regard to their cognitive performance. However, the results suggest that pupils begin to associate their metacognitive estimations with their cognitive performance during the examined age period, although they usually overestimate it. The results are discussed in regard to the importance of metacognition to science education and implications for instructional practices are pointed out.
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Gonida, E., Kiosseoglou, G., Psillos, D. (2003). Metacognitive Experiences in the Domain of Physics: Developmental and Educational Aspects. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_12
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DOI: https://doi.org/10.1007/978-94-017-0165-5_12
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