The Role of Metacognition in Facilitating Conceptual Change

Date

2003-03-31

Author

Yürük, Nejla
Beeth, Michael E
Özdemir, Ömer Faruk

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This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical argument, and a summary of the other theoretical approaches is drawn to explain the change in students' conceptions. The definition of metacognition is presented along with the prominent taxonomies proposed to explain the facets of metacognition and the problems associated with these taxonomies. Finally, a review of the research that aimed to improve students' conceptual development through their metacognition is provided. (KHR)

Subject Keywords

Cognitive processes, Concept formation, Elementary secondary education, Learning processes, Metacognition, Science education, Teaching methods

URI

http://files.eric.ed.gov/fulltext/ED477315.pdf
https://hdl.handle.net/11511/73586

Conference Name

Annual Meeting of the National Association for Research in Science Teaching

Collections

Department of Secondary Science and Mathematics Education, Conference / Seminar

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Citation Formats

N. Yürük, M. E. Beeth, and Ö. F. Özdemir, “The Role of Metacognition in Facilitating Conceptual Change,” presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PAi Amerika Birleşik Devletleri, 2003, Accessed: 00, 2021. [Online]. Available: http://files.eric.ed.gov/fulltext/ED477315.pdf.