Research on Strategies of Metacognition Cultivation in Junior High School STEM Courses
STEM education is characterized by disciplinary features such as multidisciplinary integration,project-based collaborative learning and authentic problem-solving situations.However,for students who are accustomed to traditional teaching methods,the lack of systematic cognitive ability and regulation ability can easily lead to poor teaching and learning in STEM education.Metacognitive ability is an advanced ability to regulate and control one's own cognitive activities based on certain metacognitive knowledge and emotions.Some studies have shown that cultivating metacognitive ability can improve learning ability,learning performance and learning effect in STEM education.However,most of the existing studies apply a certain strategy to cultivate metacognitive ability in STEM education or focus on the cultivation of a certain dimension of metacognition,which has a limited cultivation effect and lacks a systematic and comprehensive strategy to cultivate metacognition.Therefore,based on the structure of metacognition and the characteristics of STEM education,this study proposes a strategy model for developing metacognitive ability in STEM education in a comprehensive and systematic way.And then,this study verifies the application effect of the above strategies through the quasi-experimental research method,in which the experimental group adopts metacognition cultivation strategies in STEM courses,and the control group adopts the traditional method for teaching.Based on the results of ANCOVA analysis of the questionnaire data,the following conclusions are drawn:(1)metacognitive cultivation strategies can effectively improve students'metacognitive abilities,including metacognitive knowledge,metacognitive experience,and metacognitive monitoring;and(2)metacognitive cultivation strategies can promote students'academic performance and knowledge acquisition.
MetacognitionMetacognitive skillsSTEMDevelopmental strategiesJunior High School