Predators of knowledge construction: Interpreting students’ metacognition in an amusement park physics program

March 1st, 2007 | RESEARCH

It is recognized widely that learning is a dynamic and idiosyncratic process of construction and reconstruction of concepts in response to new experiences. It is influenced by the learner's prior knowledge, motivation, and sociocultural context. This study investigated how year 11 and 12 physics students' metacognition influences the development of their conceptual understandings of kinematics. An interpretive case study approach was used to investigate students working in collaborative groups in the context of an amusement park physics program. The metacognitive character of individual learners was demonstrated to have a strong influence on their conceptual development. Moreover, the metacognitive character of individuals within the small group contexts investigated was a key factor influencing the groups' collective knowledge development. A coyote–rabbit metaphor was developed to interpret the resilience and weaknesses of individual and group knowledge construction processes, and elucidates new theoretical understandings regarding metacognition and its influence on knowledge construction.

Document

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Team Members

David Anderson, Author, University of British Columbia
Samson Nashon, Author, University of British Columbia

Citation

Identifier Type: issn
Identifier: 0036-8326

Publication: Science Education
Volume: 91
Number: 2
Page(s): 298

Related URLs

EBSCO Full Text

Tags

Audience: Educators | Teachers | Museum | ISE Professionals | Youth | Teen (up to 17)
Discipline: Education and learning science | Physics
Resource Type: Peer-reviewed article | Research Products
Environment Type: Park | Outdoor | Garden Programs | Public Programs