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Rebecca Lippmann Kung and Cedric J. Linder
In this study natural-in-action metacognitive activity during the student laboratory in university physics is explored, with an aim towards quantifying the amount of metacognition used by the students. The study investigates whether quantifying natural-in-action metacognition is possible and valuable for examining teaching and learning in these contexts. Video recordings of student groups working during three types of introductory physics laboratories were transcribed and then coded using a coding scheme developed from related research on mathematical problem solving. This scheme identifies a group's general behaviour and metacognitive activity. The study recognizes that reliably identifying metacognition is challenging, and steps are taken to improve reliability. Results suggest that a greater amount of metacognition does not appear to improve students' success in the laboratory--what appears to matter is whether the metacognition causes students to change behaviour. This study indicates that it is important to consider the outcome of metacognition, not just the amount.
Metacognition and Learning: Volume 2, Issue 1, Pages 41-56
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Record Link
<a href="https://www.compadre.org/portal/items/detail.cfm?ID=12018">Kung, Rebecca Lippmann, and Cedric J. Linder. "Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?." Metacog. Learn. 2, no. 1, (June 22, 2007): 41-56.</a>
AIP Format
R. Kung and C. Linder, , Metacog. Learn. 2 (1), 41 (2007), WWW Document, (https://doi.org/10.1007/s11409-007-9006-9).
AJP/PRST-PER
R. Kung and C. Linder, Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?, Metacog. Learn. 2 (1), 41 (2007), <https://doi.org/10.1007/s11409-007-9006-9>.
APA Format
Kung, R., & Linder, C. (2007, June 22). Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?. Metacog. Learn., 2(1), 41-56. Retrieved May 3, 2024, from https://doi.org/10.1007/s11409-007-9006-9
Chicago Format
Kung, Rebecca Lippmann, and Cedric J. Linder. "Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?." Metacog. Learn. 2, no. 1, (June 22, 2007): 41-56, https://doi.org/10.1007/s11409-007-9006-9 (accessed 3 May 2024).
MLA Format
Kung, Rebecca Lippmann, and Cedric J. Linder. "Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?." Metacog. Learn. 2.1 (2007): 41-56. 3 May 2024 <https://doi.org/10.1007/s11409-007-9006-9>.
BibTeX Export Format
@article{
Author = "Rebecca Lippmann Kung and Cedric J. Linder",
Title = {Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better?},
Journal = {Metacog. Learn.},
Volume = {2},
Number = {1},
Pages = {41-56},
Month = {June},
Year = {2007}
}
Refer Export Format
%A Rebecca Lippmann Kung %A Cedric J. Linder %T Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better? %J Metacog. Learn. %V 2 %N 1 %D June 22, 2007 %P 41-56 %U https://doi.org/10.1007/s11409-007-9006-9 %O application/pdf
EndNote Export Format
%0 Journal Article %A Kung, Rebecca Lippmann %A Linder, Cedric J. %D June 22, 2007 %T Metacognitive activity in the physics student laboratory: Is increased metacognition necessarily better? %J Metacog. Learn. %V 2 %N 1 %P 41-56 %8 June 22, 2007 %U https://doi.org/10.1007/s11409-007-9006-9 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
Citation Source Information
The AIP Style presented is based on information from the AIP Style Manual. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. |
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