소집단 과학 논변 활동에 대한 협력적 성찰에서 드러난 학생들의 메타인지 발달 탐색
Exploring Middle School Students’ Metacognitive Development via Collaborative Reflection of Small-Group Argumentation in Science Classroom
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초록
The purpose of this study was to explore middle school students’ metacognition and its development as revealed through collaborative reflection. Four (7th grade) students selected as a focus group participated in a small-group argumentation about photosynthesis and then engaged in collaborative reflection once a week, which provided them (a total of seven) opportunities to reflect on small-group argumentation with an interviewer one of authors. Analysis of the collaborative reflections showed that students identified their metacognition in terms of metacognitive knowledge and experience, which were developed according to the progression of collaborative reflections. First, students’ metacognitive knowledge was categorized with personal, task, and strategy variables, and then students enhanced their awareness of metacognitive knowledge developed according to the collaborative reflection. Students clearly perceived their learning approaches and their roles within the group in respect of personal knowledge, enhanced their understanding of epistemic criteria of argumentation in respect of task knowledge, and recognized the effective application of argumen- tation strategies. In addition, some students better acknowledged their metacognitive experience during the process of collaborative reflection. Although students had difficulties with reflective awareness of their argumentation practice in the early phase of collaborative reflection, they did develop their monitoring skills of thinking processes in small-group argumentation. These findings have pedagogical implications for science teachers and researchers focusing on student metacognition and its development in small-group argumentation.
Abstract
The purpose of this study was to explore middle school students’ metacognition and its development as revealed through collaborative reflection. Four (7th grade) students selected as a focus group participated in a small-group argumentation about photosynthesis and then engaged in collaborative reflection once a week, which provided them (a total of seven) opportunities to reflect on small-group argumentation with an interviewer one of authors. Analysis of the collaborative reflections showed that students identified their metacognition in terms of metacognitive knowledge and experience, which were developed according to the progression of collaborative reflections. First, students’ metacognitive knowledge was categorized with personal, task, and strategy variables, and then students enhanced their awareness of metacognitive knowledge developed according to the collaborative reflection. Students clearly perceived their learning approaches and their roles within the group in respect of personal knowledge, enhanced their understanding of epistemic criteria of argumentation in respect of task knowledge, and recognized the effective application of argumen- tation strategies. In addition, some students better acknowledged their metacognitive experience during the process of collaborative reflection. Although students had difficulties with reflective awareness of their argumentation practice in the early phase of collaborative reflection, they did develop their monitoring skills of thinking processes in small-group argumentation. These findings have pedagogical implications for science teachers and researchers focusing on student metacognition and its development in small-group argumentation.
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