Abstract
This chapter focuses on the value of developing metacognitive awareness of learning as an integral part of science teacher education. Previous chapters have shown how adopting a metacognitive approach to teaching and learning affords the opportunity to support students in synthesising subject and pedagogical knowledge. In developing knowledge of their own cognition, students make pedagogical observations of significance for future classroom practice. In Chapter 4 we illustrated that as a result of experiencing cognitive conflict in their own learning, students identified emergent pedagogical implications ranging from knowledge of learners and learning in general, to detailed subject-specific observation relating to building understanding of light in the curriculum such as the need to enable learners to access what is an instantaneous process of light production, propagation and reception. In this chapter we explore the potential of this approach in generating subject-related pedagogical knowledge (pedagogic content knowledge) as students generate causal explanations of simple astronomical events. Pedagogic content knowledge (PCK) concerns knowledge related to the translation of subject knowledge in the act of instruction; it requires knowledge of the cognitive demand of the subject as well as knowledge of instructional practices appropriate to structuring learning including the use of metaphors, analogies and explanation. The chapter concludes by discussing the potential for the development of unique insight into the learning of subject in this area with important implications for instructional practice. First we consider the nature of metacognition and its potential to contribute towards effective teaching and learning in science.
Keywords
- Pedagogic Content Knowledge
- Causal Explanation
- Scientific Explanation
- Pedagogical Knowledge
- Metacognitive Knowledge
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
This is a preview of subscription content, log in via an institution.
Buying options
Tax calculation will be finalised at checkout
Purchases are for personal use only
Learn about institutional subscriptionsReferences
Abell, S., Martini, M., & George, M. (2001). That’s what scientists have to do: preservice elementary teachers’ conceptions of the nature of science during a moon investigation. International Journal of Science Education, 23(11), 1095-1109.
Adey, P., & Shayer, M. (1994). Really raising standards. London: Routledge.
Atwood, V. A., & Atwood, R. K. (1995). Preservice elementary teachers’ conceptions of what causes night and day. School Science and Mathematics, 95, 290-294.
Bailey, J. M., & Slater, T. F. (2003). A review of astronomy education research. The Astronomy Education Review, 2(2), 20-45.
Baird, J. R., & Mitchell, I. J. (eds). (1997). Improving the quality of teaching and learning (3rd ed.). Melbourne: PEEL.
Barab, S. A., Barnett, M., Yamagata-Lynch, L., Squire, K., & Keating, T. (2002). Using activity theory to understand the systemic tensions characterizing a technology-rich introductory astronomy course. Mind, Culture, and Activity, 9(2), 76-107.
Barba, R., & Rubba, P. (1992). A comparison of pre-service and in-service earth and space science teachers’ general mental abilities, content knowledge and problem solving skills. Journal of Research in Science Teaching, 29(10), 1021-1035.
Barnett, M., MaKinster, J. G., & Hansen, J. A. (2001). Exploring elementary students’ learning of astronomy through model building. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA. April 10-14.
Barnett, M., & Morran, J. (2002). Addressing children’s alternative frameworks of the moon’s phases and eclipses. International Journal of Science Education, 24(8), 859-879.
Baxter, J. (1989). Children’s understanding of familiar astronomical events. International Journal of Science Education, 11, 502-513.
Beeth, M. E. (1998a). Teaching for conceptual change: Using status as a metacognitive tool. Science Education, 82(3), 343-356.
Beeth, M. E., & Hewson, P. W. (1999). Learning goals in an exemplary science teacher’s practice: Cognitive and social factors in teaching for conceptual change. Science Education, 83, 738-760.
Bisard, W., Aron, R., Francek, M., & Nelson, B. (1994). Assessing selected physical science and earth science misconceptions of middle school through university preservice teachers. Journal of College Science Teaching, 24, 38-42.
Blank, L. M. (2000). A metacognitive learning cycle: A better warranty for student understanding? Science Education, 84(4), 486-506.
Borkowski, J. G. (1985). Sign of intelligence: Strategy generalisation and metacognition. In S. R. Yussen (Ed.), The growth of reflection (pp. 105-144). New York: Academic.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates.
Browne, D. E. (1994). Facilitating conceptual change using analogies and explanatory models. International Journal of Science Education, 16(2), 201-214.
Butler, D. (1998). Metacognition and learning disabilities. In B. Wong (Ed.), Learning about learning disabilities (pp. 277-307). San Diego, CA: Academic.
Cin, M. (2007). Alternative views of the solar system among Turkish students. International Review of Education, 53(1), 39-53.
Davidowitz, B., & Rollnick, M. (2003). Enabling metacognition in the laboratory: A case study of four second year university chemistry students. Research in Science Education, 33, 43-69.
Day, C. (1993). Reflection: A necessary but not sufficient condition for teacher development. British Educational Research Journal, 19(1), 83-93.
Everson, H. T., & Tobias, S. (1998). The ability to estimate knowledge and performance in college: A metacognitive analysis. Instructional Science, 26, 65-79.
Flavell, J. (1976). Metacognitive aspects of problem solving. In L. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
Georghiades, P. (2000). Beyond conceptual change learning in science education: focusing on transfer, durability and metacognition. Educational Research, 42, 119-139.
Georghiades, P. (2001). Dimensions of meta-‘Conceptual Change Learning’ in science education: The role of metacognition in the durability and contextual use of pupils’ conceptions. Unpublished Ph.D. thesis, University of Surrey, Roehampton.
Georghiades, P. (2004a). Making pupils’ conceptions of electricity more durable by means of situated metacognition. International Journal of Science Education, 26, 85-99.
Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 9-28). Netherlands: Springer.
Hacker, D. (1998). Definitions and empirical foundations. In D. J. Hacker, J. Dunlossy & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 1-24). Mahwah, NJ: Lawrence Erlbaum Associates.
Hacker, D. J., Dunlossy, J., & Graesser, A. C. (eds). (1998). Metacognition in educational theory and practice. Mahwah, NJ: Lawrence Erlbaum Associates.
Heywood, D. (2007). Problematising science subject matter knowledge as a legitimate enterprise in primary teacher education. Paper presented at the annual conference of the British Educational Research Association, London: Institute of Education, University of London, September 5-8.
Howard, B. C., & McGee, S. (2001). The influence of metacognitive self-regulation and ability levels on problem-solving. Paper presented at the annual conference of the American Educational Research Association. Seattle, WA, April 10-14.
Keating, T., Barnett, M., Barab, S., & Hay, K. (2002). The Virtual Solar System project: Developing conceptual understanding of astronomical concepts through building three-dimensional computational models. Journal of Science Education and Technology, 11(2), 261-275.
Kipnis, M., & Hofstein, A. (2007). The inquiry laboratory as a source for development of metacognitive skills. International Journal of Science and Mathematics Education, Online 1573-1774. National Science Council, Taiwan. Retrieved May 2008.
Klein, C. (1982). Children’s concepts of the Earth and Sun: A cross-cultural study. Science Education, 11, 481-490.
Koch, A. (2001). Training in metacognition and comprehension of physics texts. Science Education, 85(6), 758-768.
Kuhn, T. S. (1957). The Copernican revolution. Cambridge, MA: Harvard University Press.
Lightman, A., & Sadler, P. (1993). Teacher predictions versus actual student gains. The Physics Teacher, 31, 162-167.
Livingston, J. A. (2003). Metacognition: An Overview. Retrieved April 2008, from eric.ed.gov. ERIC #: ED474273.
Mali, G. B., & Howe, A. (1979). Development of Earth and gravity concepts among Nepali children. Science Education, 63(5), 685-691.
Mathewson, J. H. (1999). Visual-spatial thinking: An aspect of science overlooked by educators. Science Education, 83(1), 33-54.
McCloskey, M. (1983). Intuitive physics. Scientific American, 248, 122-130.
McCormick, C. B. (2003). Metacognition and learning. In W. M. Reynolds, G. E. Miller & I. B. Weiner (Eds.), Current perspectives in educational psychology volume 7, educational psychology (pp. 79-97). New York: Wiley.
Mikropoulos, T. A. (2006). Presence: A unique characteristic in educational virtual environments. Virtual Reality, 10(3-4), 197-206.
Mulholland, J., & Ginns, I. (2008). College MOON Project Australia: Preservice teachers learning about the Moon’s phases. Research in Science Education, 38, 385-399.
Nussbaum, J. (1985). The Earth as a cosmic body. In R. Driver, E. Guesne & A. Tiberghien (Eds.), Children’s ideas in science (pp. 170-192). Milton Keynes: Open University Press.
Nussbaum, J., & Novak, J. D. (1976). An assessment of children’s concepts of the earth utilizing structured interviews. Science Education, 60(4), 535-550.
Paris, S. G., & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B. F. Jones, & L. Idol (Eds.), Dimensions of thinking and cognitive instruction (pp. 1551). Hillsdale, NJ: Lawrence Erlbaum Associates.
Parker, J., & Heywood, D. (1998). The earth and beyond: Developing primary teachers’ understanding of basic astronomical events. International Journal of Science Education, 22(5), 503-520.
Parker, J., & Spink, E. (1997). Becoming science teachers: An evaluation of the initial stages of primary teacher training. Assessment and Evaluation in Higher Education, 22(1), 17-31.
Piaget, J. (1914). Bergson et Sabatier. Revue chrétienne (Paris), 61(4), 192-200.
Pintrich, P., Wolters, C., & Baxter, G. (2000). Assessing metacognition and self regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43-146). Lincoln, NE: Buros Institute of Mental Measurements.
Roth, W. M. (1996). Knowledge diffusion in a grade 4-5 classroom during a unit of civil engineering: An analysis of a classroom community in terms of its changing resources and practices. Cognition and Instruction, 14, 170-220.
Samarapungavan, A., Vosniadou, S., & Brewer, W. F. (1996). Mental models of the Earth, Sun, and Moon: Indian children’s cosmologies. Cognitive Development, 11(4), 491.
Schneps, M. P. (1989). A private universe, Video. San Francisco, CA: Astronomical Society of the Pacific.
Schoultz, J., Säljö, R., & Wyndham, J. (2001). Heavenly talk: Discourse, artefacts and children’s understanding of astronomy. Human Development, 44, 103-118.
Schraw, G. (1995). Measures of feeling-of-knowing accuracy: A new look at an old problem. Applied Cognitive Psychology, 9, 321-332.
Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351-371.
Sharp, J. G. (1996). Children’s astronomical beliefs: a preliminary study of year 6 children in south-west England. International Journal of Science Education, 18(6), 685-712.
Sharp, J. G., & Kuerbis, P. (2005). Children’s ideas about the solar system and the chaos in learning science. Science Education, 89, 1-25.
Shayer, M., & Adey, P. (2002). Learning intelligence: Cognitive acceleration across the curriculum from 5 to 15 years. Milton Keynes: Open University Press.
Shulman, L. S. (1987). Knowledge and teaching: foundations on the new reform. Harvard Educational Review, 57(1), 1-22.
Son, L., & Schwartz, B. (2002). The relation between metacognitive monitoring and control. In T. Perfect & B. Schwartz (Eds.), Applied Metacognition (pp. 15-38). Cambridge: Cambridge University Press.
Spiliotopoulou-Papantoniou, V. (2007). Models of the universe: Children’s experiences and evidence from the history of science. Science and Education, 16(7-8), 801-833.
Stahly, L. L., Krockover, G. H., & Shepardson, D. P. (1999). Third grade students’ ideas about the lunar phases. Journal of Research in Science Teaching, 36(2), 159.
Sternberg, R. (1998). Metacognition, abilities and developing expertise: What makes an expert student? Instructional Science, 26, 127-140.
Summers, M., & Mant, J. (1995). A survey of some primary school teachers’ understanding of the Earth’s place in the universe. Educational Research, 37(1), 3-19.
Targan, D. (1987). A study of conceptual change in the content domain of the lunar phases. Proceedings of the Second International Seminar on Misconceptions and Educational Strategies in Science and Maths, 2, 499-511. Ithaca, NY: Cornell University Press.
Trumper, R. (2001a). A cross-college age study of science and nonscience students’ conceptions of basic astronomy concepts in preservice training for high-school teachers. Research in Science and Technological Education, 10(2), 189-195.
Trumper, R. (2003). The need for change in elementary school teacher training: A cross-college age study of future teachers’ conceptions of basic astronomy concepts. Teachers and Teacher Education, 19(3), 309-323.
Trumper, R. (2006). Teaching future teachers basic astronomy concepts - seasonal changes-at a time of reform in science education. Journal of Research in Science Teaching, 43(9), 879-906.
Trundle, K. C., Atwood, R. K., & Christopher, J. E. (2002). Preservice elementary teachers’ conceptions of moon phases before and after instruction. Journal of Research in Science Teaching, 39(7), 633.
Veenman, M. V. J., Prins, F. J., & Elshout, J. J. (2002). Initial inductive learning in a complex computer simulated environment: The role of metacognitive skills and intellectual ability. Computers in Human Behavior, 18, 327-341.
Vosnaidou, S. (1991). Designing curricula for conceptual restructuring: lessons from the study of knowledge acquisition in astronomy. Curriculum Studies, 23(3), 219-237.
Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood. Cognitive Psychology, 24, 535-585.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Wang, M., Haertel, G., & Walberg, H. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84, 30-44.
Weinert, F. E. (1987). Metacognition and motivation as determinants of effective learning and understanding. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 1-16). Hillsdale, NJ: Lawrence Erlbaum Associates.
Wenden, A. (1999). Metacognitive knowledge and language learning. Applied Linguistics, 19(4), 515-537.
White, B., & Frederiksen, J. (2005). A theoretical framework and approach for fostering metacognitive. Development Educational Psychologist, 40(4), 211-223.
White, R. T., & Mitchell, I. J. (1994). Metacognition and the quality of learning. Studies in Science Education, 23, 21-37.
Yu, K. C. (2005). Digital full-domes: The future of virtual astronomy education planetarian. Journal of the International Planetarium Society, 34(3), 6-11.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Heywood, D., Parker, J. (2009). Metacognition and Developing Understanding of Simple Astronomical Events. In: The Pedagogy of Physical Science. Contemporary Trends and Issues in Science Education, vol 38. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5271-2_6
Download citation
DOI: https://doi.org/10.1007/978-1-4020-5271-2_6
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5270-5
Online ISBN: 978-1-4020-5271-2
eBook Packages: Humanities, Social Sciences and LawEducation (R0)