Exploring the Effects of Science Writing Heuristic Approach on 8th Grade Students Metacognition

2015-09-04
The purpose of this study was to explore the effects of Science Writing Heuristic (SWH) approach on middle school students' metacognition. For this purpose, a quasi-experimental research design, the non-equivalent control group post-test only design was used with the aim to compare the experimental and the comparison groups mean difference with respect to dependent variables. 60 eight grade students with a mean age of 14 years in two classes selected from one public school in an urban area. One class was randomly assigned as a treatment group and the other was assigned as a comparison group. Treatment group was instructed by using SWH approach on the other hand; comparison group was instructed with curriculum oriented instruction by using traditional laboratory activities. Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994) was used to determine students' metacognition. To investigate the effect of the treatment on the dependent variables One-way Multivariate Analysis of Variance (MANOVA) was utilized. No statistically significant mean difference was found between the two groups regarding MAI scores before the treatment. Post-MAI results revealed that there was a statistically significant mean difference between the experimental and the comparison group, in favor of the experimental group. The treatment method, the science writing heuristic approach, had large effect on declarative knowledge, planning, information management and debugging dimensions of metacognition while had medium effect on monitoring and evaluation dimensions. Differences in procedural knowledge and conditional knowledge dimensions did not reach statistical significance.
Citation Formats
T. Tucel, J. Çakıroğlu, and C. Öztekin, “Exploring the Effects of Science Writing Heuristic Approach on 8th Grade Students Metacognition,” presented at the European Science Education Research Association Conference (2015), Helsinki, Finlandiya, 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/73939.