Metacognition Knowledge in Information Problem Solving in Science Classrooms

• In Event: 64.080 - Science Teaching and Learning SIG Paper Session: Sustainability

Abstract

Nowadays, learners are exposed and engaged in information problem solving (IPS) more than ever. Before offering any suggestions for instructional support, we need to first understand the process of IPS, which is not fully clear yet. This study, framed as a qualitative case study, was conducted in a Grade 5-6 science classroom to understand how elementary students engage in and regulate their IPS with their metacognitive knowledge. 21 students participated in IPS on the topics of trees and forests for 12 weeks. Various methods, such as classroom observation, think-aloud strategy and interviews, were employed to collect relevant data. Through qualitatively analyzing the data, we found elementary students were capable to regulated their IPS with the assistance of metacognitive knowledge.

Authors

• Qingna Jin, University of Alberta

• Mijung Kim, University of Alberta

• Suzanna So-Har Wong, University of Alberta