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Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics. (Physics Education Research)
Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. (Physics Education Research, Fysikens didaktik)ORCID iD: 0000-0001-6409-5182
2007 (English)In: Metacognition and Learning, ISSN 1556-1623, Vol. 2, no 1, 41-56 p.Article in journal (Refereed) Published
Abstract [en]

In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme developed from related research on mathematical problem solving. This scheme identifies a group’s general behaviour and metacognitive activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability. Results suggest that a greater amount of metacognition does not appear to improve students’ success in the laboratory—what appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important to consider the outcome of metacognition, not just the amount.

Place, publisher, year, edition, pages
2007. Vol. 2, no 1, 41-56 p.
Keyword [en]
Metacognition, Student laboratory, Physics teaching, Sense-making, Group work
National Category
Physical Sciences
Research subject
Physics with specialization in Physics Education
URN: urn:nbn:se:uu:diva-12887DOI: 10.1007/s11409-007-9006-9OAI: oai:DiVA.org:uu-12887DiVA: diva2:40657
Available from: 2008-01-23 Created: 2008-01-23 Last updated: 2016-04-15Bibliographically approved

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Lippmann Kung, RebeccaLinder, Cedric
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