Cognition and Metacognition – Emphasis on Science Education - 77-783-01
FACULTY OF SOCIAL SCIENCES
SCHOOL OF EDUCATION
Cognition and Metacognition – Emphasis on Science Education 77-783-01
Prof. Zion Michal
Course Credits: 2
A. Course Objectives:
- Developing research-oriented thinking for the science education field.
- Developing insights and skills for conducting empirical research in the field of science education.
- Developing knowledge and skills in fields related to new teaching methods combining metacognitive processes in the field of science education.
- Course Contents
The student plans an empirical research in the field of science education, carries out the research, collects and analyzes data, and produces a written report (preferably in the form of a scientific paper). The student also presents the theoretical background of her research for discussion in class.
The seminar includes: frontal lectures by the seminar facilitator accompanied by classroom discussions, one-on-one meetings with students, student presentations with classroom discussions, the research assignment and submission of a final report. Guest speakers are sometimes invited. A limited number of meetings held with statistical assistant.
- Lessons plan:
- Reading a quantitative research paper in science education; understanding the paper structure, its style of reporting findings, presenting data, referring to sources and listing bibliography.
- What is metacognitive teaching?
- Metacognitive teaching in the field of science education.
- Evidence-based metacognitive teaching.
- Student presentations + discussion of students' chosen research subjects.
- Preparation of files for statistical analysis and initial collaborative analyse.
Adler, I., Zion, M., & Mevarech, Z. R. (2016). The effect of explicit environmentally oriented metacognitive guidance and peer collaboration on students’ expressions of environmental literacy. Journal of Research in Science Teaching, 53(4), 620-663. (000119147)
Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40(1), 281-310. (כ"ע - 000117972)
Mevarech, Z. R., & Kramarski, B. (1997). Improve: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365-394. (כ"ע - 000117972)
Mevarech, Z. R., & Kramarski, B. (2014). Critical maths for innovative societies: The role of metacognitive pedagogies. Paris: OECD. (002391948) (חינוך 371.334 MEV)
Michalsky, T., Zion, M., & Mevarech, Z. (2007). Developing students' metacognitive awareness in asynchronous learning networks in comparison to face-to-face discussion groups. Journal of Educational Computing Research, 36(4), 395-424. (כ"ע - 000117501)
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26(1-2), 113-125. (כ"ע - 000437845)
Schraw, G., Crippen, K., & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36(1-2), 111-139. (כ"ע - 000516835)
Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460-475. (כ"ע - 000141634)
Schraw, G., & Nietfeld, J. (1998). A further test of the general monitoring skill hypothesis. Journal of Educational Psychology, 90(2), 236-248. (כ"ע - 000117511)
Zion, M., Adler, I., & Mevarech, Z. R. (2015). The effect of individual and social metacognitive instruction on students’ metacognitive performances in an online inquiry discussion. Journal of Educational Computing Research, 52, 50-87. (כ"ע - 000117501)
Zohar, A., & Dori, Y. J. (Eds.). (2012). Metacognition in science education: Trends in current research. New York: Springer. (001228992) (חינוך 507 MET )