Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?

Authors

Jaunine Fouché, High school science teacher, Milton Hershey School, Hershey, Pennsylvania & Doctor of Education candidate (Teaching and Learning) Liberty University, Virginia.
Mark A. Lamport, Ph.D., Liberty University (Virginia) & Belfast Bible College (Northern Ireland) & Queens University at Belfast (Northern Ireland) & Evangelische Theologische Faculteit (Belgium) & Instituto Biblico Portuges (Lisbon)Follow

Abstract

Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms. Research shows that the orchestration and inclusion of metacognitive strategies in the science classroom improve achievement under the following preconditions: (1) are pervasively embedded in the educational structure; (2) are part of appropriately rigorous and relevant curriculum; (3) are supported by ‘metacognitive friendly’ teaching strategies; (4) are explicitly practiced by students and teachers; and (5) enable students to take responsibility for their own learning.

Recommended Citation

Fouché, Jaunine and Lamport, Ph.D., Mark A. (2011) "Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?," Christian Perspectives in Education, 4(2).
Available at: https://digitalcommons.liberty.edu/cpe/vol4/iss2/4