Educatio biologiae, No. 10, 2024.
Izvorni znanstveni članak
https://doi.org/10.32633/eb.10.1
The presence of procedures that develop metacognition during teaching Biology
Irena Labak
orcid.org/0000-0001-9394-5131
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
*
Ivona Marunček
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
Nataša Bušić
; Odjel za biologiju, Sveučilište J. J. Strossmayera u Osijeku, Osijek, Hrvatska
* Dopisni autor.
Sažetak
Metacognition and its effects on learning and teaching are central topics in educational research. Numerous studies have shown that metacognitive teaching has positive effects on various areas of learning. In the Croatian educational system, metacognitive development is achieved through the implementation of the cross-curricular theme "Learning how to learn" in the immediate planning of the subject curriculum in all cycles of higher education. Given the planned systematic development of the same skill, the aim of the research is to determine the extent to which metacognition development practices are present in biology classes, and to identify which practices are predictors of overall success and achievement in Biology. The study involved 147 primary school students who completed a survey in which they rated the presence of Biology teacher procedures that lead to the development of metacognition during Biology class. The survey was analyzed using descriptive statistics. Pearson's correlation test was used to determine the correlation between the basic characteristics of the participants, such as grade level, gender, success in Biology, overall success, and the individual statements in the survey. Multiple regression analysis was also performed using teachers' practices (survey statements) taken predictors (independent variable) and success in Biology and overall success as criteria (dependent variable). On average, students believe that their teachers always apply certain procedures that promote students’ metacognition, and the multiple regression analysis revealed that classroom atmosphere and formative assessment predict success in Biology.
Ključne riječi
formative assessment, competence to learn how to learn; feedback; self-regulated learning
Hrčak ID:
322903
URI
Datum izdavanja:
28.11.2024.
Posjeta: 0 *