International Journal of Advances in Science and Technology, Vol. 3, No.

5, 2011

Improving Physics Learning in Secondary Schools using Metacognition

1

Achufusi, Ngozi N.

Department of Science Education. Nnamdi Azikiwe University, Awka. Anambra State, Nigeria.
2

Mgbemena, Chinedum Ogonna

National Engineering Design Development Institute, Nnewi, Anambra State, Nigeria

3

Mgbemena, Chika Edith

Department of Industrial/Production Engineering Nnamdi Azikiwe University,Awka Anambra State, Nigeria

1

Nwoye Amarachi.

Department of Science Education. Nnamdi Azikiwe University, Awka. Anambra State, Nigeria.
2

Corresponding author: edumgbemena@yahoo.com

Abstract
This paper is focused on improving learning of Science in Secondary schools in Anambra State, Nigeria using metacognition. Metacognition is a higher level of thinking and involves one developing ones thinking ability. The paper examines the concept of metacognition which is the ability to monitor ones thinking and learning and the conscious use of the learning strategies and learning environment which makes it imperative for metacognition to be used in teaching and learning. The characteristics include experiential and creative. The conclusion is a suggestion to educators and scholars to professionalize education and provide the organizational, social and political context under which metacognition is applied.

Keywords: Metacognition, learning, knowledge, teacher, science

INTRODUCTION The educational system in Nigeria requires a bit of reform in order to meet with the challenges of technological advancement of the world powers like USA. Many teachers fail to understand that qualitative teaching- learning is a process variable of not just imparting knowledge to students but more of interaction between the teachers and the students. In the process of this interaction, teachers create the enabling environment for the learners to interpret actively, make inputs and adjust to the necessary learning conditions. Unfortunately teaching in the schools has been teacher mediated and teachers dominated with the students being passive participants in the class and are just recipients of information, often times to rote learning in order to grasp some concepts not clearly understood by students. Now, attempts are to be made towards the means of making students to be active participants of the classroom. In that they understand better when they practice and actively control their own learning and thinking processes which is Metacognition. Metacognition by Flavel (1976) is defined as ones knowledge concerning ones own cognitive process. It is seen that in schools, teachers adopt

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 closed questioning method with little attention to inquiry, explanation for application. Deskwork is the common feature of teaching/learning. The learning process is undemanding. Noted is the fact that most children activities which form their learning experiences are listening and copying notes without responsibility for their learning. Minimal opportunity or little room is given for children to explore and choose their learning experiences. In a view Afflerbach (1995) opined that such conditions rarely develop self confidence, independence, originality and divergent thinking in children. The challenge facing teachers is to create an enabling learning environment that will meet the needs of the learners and consequently the entire society. This paper considers the concept of metacognition, the current learning environment that necessitate the use of metacognition; the characteristics of metacognitive learning environment and the ways to enhance metacognition in the current educational system in Nigeria. CONCEPT OF METACOGNITION Metacognition is a word that seems to have eluded the educational system in Nigeria. Apparently in most schools, it is not used so often as the lecture and discussion methods. The concept of metacognition is better understood by one having knowledge of the concept of cognition. Cognition as explained by Rebecca (1998) is the inner processes of getting information into our stored knowledge base. The processes include among others perceiving, remembering, imagining, conceiving, judging and reasoning. She maintained that cognition is the internal mechanism which is at work regardless of how much or what the individual learns. Baird (1990) referred metacognition as knowledge or awareness and control of ones own learning. Taraban, Kerr and Rynearson (2004) refer the concept of metacognition as the knowledge or awareness of ones cognitive processes and the efficient use of the self awareness to self regulate these cognitive process. The role of metacognition is very important in learning as metacognition relates to the learners awareness of thinking and learning. Reid (2001) described it as thinking about thinking and showed in children that children can be taught metacognitive awareness and adopt learning behaviours in reading, spelling, and writing. Pressley and Afflerbach (1995) stated that metacognition involves these processes planning, monitoring, control, reaction and reflection. Anderson (2002) refers metacognition as the process of thinking which addresses the ability, inclination towards a particular behavior, sensitivity or ability to know when the behavior is appropriate. Through the process of thinking, the instructor is better equipped to help students improve their critical thinking skills. According to Pressley and Afflerbach (1995), those processes of thinking include holding the information in memory, deciding on the logic of the content, activating prior knowledge in order to integrate the incoming knowledge, providing opportunity to learn through exposure to relevant content, engagement in facilitative behaviours (drawing), identifying relevant background knowledge based on sufficient classroom skills and equipment. Metacognition therefore is the ability to monitor on self and the conscious use of learning strategies. It involves knowing the process by which one learns. These processes afford better understanding of concepts in sciences and all subjects. It suggests that the learner generates a perception of what a task is and the available resources; constructs a plan for addressing the task; enacts study strategies and make changes to his or her cognitive structure based on perceptions of performances. At each stage the learner reflects on the effectiveness of the cognitive strategies. It suggests a good interaction between personal factors and situational factors such as task and test demands, goal setting, metacognition and self reflection. A model on metacognition developed by Pintrich and Garcia (1994) was dedicated to resource management. The strategies of the model are concerned with the control of the general conditions associated with learning such as time management and management of the learning environment. The questions to be asked in creating metacognitive awareness are: What do I want out of this? What are my motives? How do I propose going about getting there (i.e. what are my strategies)?

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 Another metacognitive model set forth by Winnie and Hadwin (1998) has four basic stages: Task definition Goal setting and Planning Enactment and Adaptation To use metacognition in improving learning is necessary according to Rebecca (1998) due to the following facts: a) Students are taught to transfer school learning to real life situations. Transfer of learning occurs when the individual can draw from a personal experience which is relevant to the current experience. Students do not use what they know because sometimes they are not taught the strategy to do so. b) When teachers recognize what students know or do not know and what they believe they know efforts will be geared towards improving the learning environment. On this view, Biggs and Moore (1993) observed that self awareness of ones intellectual behavior is a prerequisite for the student to change. The irresponsibility of the instructor and the learner is thus to maximize self awareness thereby improving the learning process. c) Metacognition enables the student to determine what method helps him better to process information in a given learning situation. Such methods include listening, note taking, or learning key points of the lesson. Characteristics of Metacognitive Learning Environment The educational system is seen as a community of different individuals with a common goal. Those individuals are factors which influences the learning situation. The students come into a classroom with ideas (i.e. a cognitive structure). When those ideas are shared, they in turn get guidance as to how to use and improve that knowledge base that is truly an educational environment (Rebecca 1998). A study on the characteristics of metacognitive learning environment (Rebecca 1998; Pressley 1994; Yu-Le 2004) has it that metacognitive learning environment: a) Experiential In this, the metacognitive learning environment offers opportunity to discuss with peers, brainstorm and question and learn from one another hence there are the cognitive connections between public content knowledge; prior knowledge; personal experience and the information to be learnt. YuLe (2004) states that when students are forced to memorize the conclusive knowledge without their exploration and experience, the instructors and learners shift from focusing on teaching to experience and learning. The function of the curriculum is such that learning environment becomes a stimulation of ideas. The curriculum is no longer understood as institutional curriculum. b) Creative - Metacognitive learning stimulates the students creativity, liberation and exploration into the creativity depending on the power students of the outside controlling power. The environment provides a creativity inspiring activity. c) Apprenticeship- The environment combines apprenticeship and organized education. It involves teaching the students how to use different strategies while the teacher withdraws instruction as the students become more proficient but he is still available as a model for the students.

CONCLUSION To enhance metacognition in the classroom, the following should be observed: Talking about thinking. Keeping a thinking journal. Planning and self- regulation. Debriefing the thinking process. Self- evaluation.

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 REFERENCES 1. Afflerbach, B.O., and Pressley, T., (1995). The Instruction students need learning disabilities: Research and Practices. Science Teaching, 10(4), 215. 2. Alexander, P.A., and Jetton, T.L., (2000). Learning from Texts. A Multidimensional and Developmental perspective. In M.L Kamil. Handbook of Reading Research 3(1): 285-310. 3. Anderson, N.J., (2002). The role of metacognition in second language learning and teaching. Workshop. San Antonio Texas 158-159. 4. Baird, J.R., (1990). Metacognition, Purposeful Inquiry and Conceptual Change. In Hazael (ed). The student laboratory and science curriculum. London: Routledge Press. 5. Biggs, I., and Moore, P., (1993). The process of learning. Sydney: Prentice Hall in Boekaerts V ed., 2000. Handbook of Self Regulation. San Diego: Academic Press. 6. Flavel, J.H., (1976). Metacognition and Cognitive Monitoring. American Psychologist. 34(10): 906-911. 7. Kerr, M., Taraban, B., and Ryneerson, K., (2004). College Students Academic Performance and SelfReports of Comprehension, Strategy Use. Reading Psychology 21(1): 283-308. 8. Pintrich, P.R., and Garcia, W., (1994). The Role of Goal orientation in Self Regulated Learning: Handbook of Self Regulation. San Diego: Academic Press 451-454. 9. Rebecca, M.O., (1998). Metacognitive Strategies. Journal of Education 1(1):50-54. 10. Reid, P.O., (2001). The Instruction student need in Metacognition: Handbook of Reading Research 1(1):545-560. 11. Yu-Le, B., (2004). Research on Teaching in Sciences. In R.M Travers (ed.).Handbook of Research in Teaching. Chicago.

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