Probing the dimensions of metacognition: Implications for conceptual change teaching-learning
M. G. Hennessey March, 1999. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching

This study examines the nature of and the changes in students' metacognitive abilities over time. Specific goals were to learn about: (1) the nature of metacognition, and to characterize facets of higher-level metacognitive thought; (2) the process by which individuals change their metacognitive capacities with experience; and (3) the role of pedagogical practices in facilitating changes in metacognition. Six cohorts of elementary students (grades 1-6 participated in this naturalistic study across three academic years. Analysis of the data supports the following claims. First, metacognition is within the capabilities of young (school age) children. Second, children's metacognitive ability is multifaceted in nature, it can be probed and teased apart. Third, changes in metacognitive sophistication can be gained by actively engaging in the process. Fourth, changes in metacognitive ability and conceptual understanding may be more closely linked to the individual student's epistemological stance.

Subject: Education
Resource Type: Pedagogic Resources:Research Results, Conference Paper
Research on Learning: Cognitive Domain:Metacognition, Cognitive Development