Generating metacognitive skills through transformative learning in algebra


Br. Andrew Gonzalez FSC College of Education


Science Education

Document Type

Conference Proceeding

Source Title

Proceedings of the Osaka University-De La Salle University Academic Research Workshop



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Students’ metacognition can have an important influence upon meaningful learning. Traditional instructions are noted for its emphasis on memorization and role learning, even at the upper grades. Instructional practices involve only simple transmission of facts that are not conducive to the development of self-regulated learning. The metacognitive activities under the constructivist learning environment provide student opportunities to initiate and direct their own learning patterns, decide how to complete their wok, and allow learners to make use of meta cognitive strategies. Learners are trained to construct new knowledge through thinking processes in exchange of ideas among themselves exhibit higher cognitive functioning. It is in this context that meaningful learning can occur. A group of four students doing metacognitive activities in a constructivist learning class in algebra was observed and interviewed. Questions in paper and pen tests were constructed in order to elicit deep understanding of complex ideas that were relevant and adhered to the principles of transformative learning. Results show that deliberately engaging students in overt metacognitive behaviors manifestation of active learning through the metacognitive activity in a constructivist learning environment, brought about meaningful learning. The more introvert students at time need to be prodded in order to take part in the group activity. That is, to ensure success in group learning, some mechanisms should be considered. Students in their interviews acknowledged the benefits of. group learning. They indicated that learning in groups has fostered cognitive skills and promoted social skills training for work-place skills.





Metacognition; Constructivism (Education); Learning; Group work in education

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