An action research in science: Providing metacognitive support to year 9 students

QR Code

An action research in science: Providing metacognitive support to year 9 students

© 2016 Wagaba et al. An action research study was designed to evaluate the effectiveness of providing metacognitive support to enhance Year 9 students’ metacognitive capabilities in order to better understand science concepts related to light, environmental health, ecosystems, genetics, ecology, ato...

Full description

Bibliographic Details
Main Authors:	Wagaba, F., Treagust, David, Chandrasegaran, Chandra, Won, Mihye
Format:	Journal Article
Published:	Look Academic Publishers 2016
Online Access:	http://www.ijese.net/makale/713 http://hdl.handle.net/20.500.11937/33177

Similar Items

Using metacognitive strategies in teaching to facilitate understanding of light concepts among year 9 students
by: Wagaba, F., et al.
Published: (2016)

Teaching Science Using Metacognitive Strategies to Improve Achievement
by: Wagaba, Francis, et al.
Published: (2011)

The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science
by: Wagaba, Francis
Published: (2013)

Teaching thermal physics to Year 9 students: the thinking frames approach
by: McLure, Felicity, et al.
Published: (2020)

Paradigms in Science Education Research
by: Treagust, David, et al.
Published: (2014)

A sustained multidimensional conceptual change intervention in grade 9 and 10 science classes
by: McLure, Felicity, et al.
Published: (2020)

Influence of Particle Theory Conceptions on Pre-service Science Teachers' Understanding of Osmosis and Diffusion
by: AlHarbi, N., et al.
Published: (2014)

Primary School Teachers’ Understanding of Science Process Skills in Relation to Their Teaching Qualifications and Teaching Experience
by: Shahali, E., et al.
Published: (2015)

A case for enhancing environmental education programs in schools: Reflecting on primary school students’ knowledge and attitudes
by: Treagust, David, et al.
Published: (2016)

Multiple Representations and Students’ Conceptual Change in Science
by: Treagust, David, et al.
Published: (2018)

Investigating high school students’ understanding of chemical equilibrium concepts
by: Karpudewan, M., et al.
Published: (2015)

A brief review of the complexities of teaching and learning chemical equilibrium with specific reference to Malaysia
by: Chandrasegaran, Chandra, et al.
Published: (2014)

Science Teachers’ Understanding of Creative Thinking and How to Foster It as Mandated by the Australian Curriculum
by: McLure, F., et al.
Published: (2024)

High School and Preservice Chemistry Teacher Education Students’ Understanding of Voltaic and Electrolytic Cell Concepts: Evidence of Consistent Learning Difficulties Across Years
by: Rahayu, S., et al.
Published: (2021)

What students’ diagrams reveal about their sense-making of plate tectonics in lower secondary science
by: McLure, Felicity, et al.
Published: (2021)

Effects of a Mathematics Cognitive Acceleration Program on Student Achievement and Motivation
by: Finau, T., et al.
Published: (2018)

Secondary science teacher education in Australia
by: Won, Mihye, et al.
Published: (2017)

Science Teacher Education in Australia: Initiatives and Challenges to Improve the Quality of Teaching
by: Treagust, David, et al.
Published: (2015)

The productive interplay between student-student and teacher-student dialogic interactions and the affordances of student generated explanatory drawings to understand plate tectonics
by: McLure, F., et al.
Published: (2023)

The Efficacy of an Alternative Instructional Programme Designed to Enhance Secondary Students' Competence in the Triplet Relationship
by: Treagust, David, et al.
Published: (2009)

Hair-raising fun! Making sense of student-generated diagrams
by: Tenzun, Sherab, et al.
Published: (2022)

Students' Learning Strategies With Multiple Representations: Explanations of the Human Breathing Mechanism
by: Won, Mihye, et al.
Published: (2014)

The Development of an Instrument for Assessing Students' Perceptions of Biology Teachers' Instructional Use of Diagrams
by: Liu, Yang, et al.
Published: (2011)

The Taiwan National Science Concept Learning Study in an International Perspective
by: Treagust, David, et al.
Published: (2007)

How well do first year university students learn to use multiple representations of physics concepts for understanding and problem solving ?
by: Treagust, David, et al.
Published: (2012)

Analytical framework for student-generated drawings
by: Tang, Kok-Sing, et al.
Published: (2019)

Analysis of Students’ Diagrams Explaining Scientific Phenomena
by: McLure, Felicity, et al.
Published: (2021)

Students' Dilemmas in Reaction Stoichiometry Problem Solving: Deducing the Limiting Reagent in Chemical Reactions
by: Chandrasegaran, Chandra, et al.
Published: (2009)

Students’ understanding of the emergent processes of natural selection: the need for ontological conceptual change
by: McLure, Felicity, et al.
Published: (2020)

Metacognition in 9 year old: 'The way I did in 'Double trouble', understanding the meaning and put them in your mind'.
by: Fauzan, Norsiah
Published: (2004)

Pre-service Saudi Arabian Science Teachers' Understanding of Diffusion, Osmosis and Particle Theory Concepts and their Attitudes to Science
by: Alharbi, Nawaf, et al.
Published: (2011)

Pre-Service Saudi Arabian Science Teachers' Understanding of Diffusion, Osmosis and Particle Theory Concepts and Their Attitudes to Science
by: Alharbi, Nawaf, et al.
Published: (2012)

Research-Based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science.
by: Treagust, David
Published: (2007)

Evaluation of the Predict-Observe-Explain Instructional Strategy to Enhance Students’ Understanding of redox reactions
by: Treagust, David, et al.
Published: (2014)

Facilitating high school students' use of multiple representations to describe and explain simple chemical reactions
by: Chandrasegaran, Chandra, et al.
Published: (2011)

Emphasizing Multiple Levels of Representation To Enhance Students’ Understandings of the Changes Occurring during Chemical Reactions
by: Chandrasegaran, Chandra, et al.
Published: (2009)

Secondary Biology Teachers' Use of Different Types of Diagrams for Different Purposes
by: Liu, Yang, et al.
Published: (2014)

Teachers' Perceptions on the Changes in the Curriculum and Exit Examinations for Biology and Human Biology
by: Kruger, Mirko, et al.
Published: (2013)

The predictive effects of motivation toward learning science on TIMSS grade 8 students' science achievement: A comparative study between Malaysia and Singapore.
by: Lay, Y., et al.
Published: (2016)

‘Even though it might take me a while, in the end, I understand it’: a longitudinal case study of interactions between a conceptual change strategy and student motivation, interest and confidence
by: McLure, Felicity, et al.
Published: (2020)

Cannot write session to /tmp/vufind_sessions/sess_8qmfo3tqq4bmcgq8ae2k55fire