Volume 7, Issue 4 (2-2020)                   JCP 2020, 7(4): 56-70 | Back to browse issues page

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asghari F, khademi S, vesali M. Metacognitive Ability of Farhangian University Students, to Do Physics Problem Solving: A Qualitative Study. JCP. 2020; 7 (4) :56-70
URL: http://jcp.khu.ac.ir/article-1-3180-en.html
farhangian university , fasghari1@gmail.com
Abstract:   (308 Views)
Researchers emphasis on the effect of metacognition on learning and teaching. The purpose of this article was to investigate the metacognitive knowledge and skills of students of Farhangian University in mechanics problem solving. In this qualitative study, think-aloud protocols, interview and observation methods were used to evaluate the students' metacognitive skills and knowledge. Due to the importance of metacognitive knowledge and skills in the quality of teaching and learning of teachers and their students, purposeful sampling was used. The statistical population included all the first semester students of physics of Nasiba Campus from Farhangian University of Tehran, a total of forty-two girls. Metacognitive evaluations were also performed to solve mechanical problems in the kinematic field. In this study, the studied samples included students who successfully passed the university entrance exam less than six months ago. Also, one day before the start of the research, they participated in the university's basic physics exam, so they had the necessary preparation and knowledge to solve the problem, potentially. The study was conducted in three stages. In the first stage, two to three problems are solved by student with the think-aloud protocols. To familiarize students with the think-aloud protocols, they practiced this method with the help of a researcher. In the second stage, the researcher interviewed six students who were more interested and cooperative. In the third stage, the behavior of all forty-two students was observed and recorded during the academic semester, while solving the problem under normal conditions. Therefore, all three methods of data collection, namely: think-aloud, interviewing and observation under natural conditions have been used. The results showed that most of the students surveyed had moderate metacognitive knowledge and very poor metacognitive skills. Under the components of "person-knowledge" and "task knowledge", students were assessed as moderately but under the component of “strategy knowledge" very poorly. Also, of the components of metacognitive skills, only two sub-components of "planning" and "monitoring" were moderate in the procedure of reading the problem. Other sub-indicators of metacognitive skills such as "reflection" and reading comprehension the problem, "goal setting", "checking the rationality of the answer", "searching for a simpler solution" and "evaluating the accuracy of calculations" were very poorly. The greatest weakness of metacognitive skills was in the sub-components of “evaluating the process” and “thinking outcomes”.

     
Type of Study: Research | Subject: Special
Received: 2019/11/27 | Accepted: 2020/07/18 | Published: 2020/07/18

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