ABSTRACT

The development of student metacognition has the potential to provide some of the greatest learning gains in science education, even outstripping the contribution of general intelligence. While models for metacognition are in broad agreement about their nature, they vary widely in essential elements and the relationships between them, especially between metacognitive knowledge and metacognitive skills. Recent systematic literature reviews have not untangled the concept of metacognition as they are not suited to crafting a synthesised conceptualisation for a controversial topic. This article, then, presents an integrative literature review of metacognition studies that draws together metacognitive knowledge and metacognitive skills into a hierarchical framework. The framework comprises, from the foundational level, metacognitive knowledge, called self-Aware of cognition, then various metacognitive skills; self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. Rich epitomising statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes when students learn in science.

摘要

学生元认知的发展有可能在科学教育中提供一些最大的学习收获，甚至超过一般智力的贡献。虽然元认知模型对其性质有广泛的认同，但它们在基本要素和它们之间的关系方面差异很大，尤其是元认知知识和元认知技能之间的关系。最近的系统文献综述并没有理清元认知的概念，因为它们不适合为有争议的话题制作综合概念化。然后，本文介绍了元认知研究的综合文献综述，将元认知知识和元认知技能整合到一个层次结构中。该框架包括，从基础层面，元认知知识，称为自我意识认知，然后是各种元认知技能；自我监控认知、自我评价认知、自我调节认知和自我迁移认知（AMERT）。作为对其可行性的初步测试，AMERT 框架用于分析访谈数据，其中有证据表明学生在以研究为重点的第四年科学学位中表现出丰富的元认知思维。在 AMERT 层次结构的每个级别的访谈中发现了丰富的概括性陈述，提供了其在学生学习科学时理解元认知过程的可行性的初步证据。AMERT 框架用于分析访谈数据，其中有证据表明学生在以研究为重点的第四年科学学位中表现出丰富的元认知思维。在 AMERT 层次结构的每个级别的访谈中发现了丰富的概括性陈述，提供了其在学生学习科学时理解元认知过程的可行性的初步证据。AMERT 框架用于分析访谈数据，其中有证据表明学生在以研究为重点的第四年科学学位中表现出丰富的元认知思维。在 AMERT 层次结构的每个级别的访谈中发现了丰富的概括性陈述，提供了其在学生学习科学时理解元认知过程的可行性的初步证据。