Effects of Social Interaction on the Metacognitive Process in Science Learning: Student/Teacher Co- Construction and Model Evolution

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  • WADA Ichiro
    College of Education and Human Sciences, Yokohama National University
  • MORIMOTO Shinnya
    College of Education and Human Sciences, Yokohama National University

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Other Title
  • 理科授業における社会的相互作用がメタ認知の機能に及ぼす影響についての事例的研究
  • 理科授業における社会的相互作用がメタ認知の機能に及ぼす影響についての事例的研究 : 教師と子どもとの協同的なモデル構築過程を中心として
  • リカ ジュギョウ ニ オケル シャカイテキ ソウゴ サヨウ ガ メタ ニンチ ノ キノウ ニ オヨボス エイキョウ ニ ツイテ ノ ジレイテキ ケンキュウ : キョウシ ト コドモ ト ノ キョウドウテキ ナ モデル コウチク カテイ オ チュウシン ト シテ
  • ―教師と子どもとの協同的なモデル構築過程を中心として―

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Abstract

This paper examines the effects of social interaction on the metacognitive process that functions within a context of self-regulation. Anastasia, E. (2009) proposed the multifaceted and multilevel model of metacognition, and we interpret this model from the point of view of science learning, and analyze the metacognitive process and representational functions in a social context using this model. Moreover, we have developed instructions to promote social interaction based on the theory of “model co-construction and evolution” advocated by Kahn, S. (2008).<br>Results indicate that:<br>(1) Constructing and expressing students’ own models using prior representational network is effective for the promotion of the metacognitive process.<br>(2) Collaborative learning is effective for the metacognitive monitoring and control of one’s cognition, as well as the other student’s cognition, so that the common goal can be attained.<br>(3) To promote modeling co-construction, teachers need to support student interaction based on assessment of the students’ expressing models.

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