Sketch strategy of knowledge in physics learning and its influence on metacognitive

Metacognitive knowledge is a necessity in starting learning process. Solving physics problems requires metacognitive knowledge which comprises factual, conceptual and procedural knowledge. The purpose of metacognitive knowledge is to train students in developing their abilities in higher order of th...

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Bibliographic Details
Published in:Educational research and reviews 2018-04, Vol.13 (7), p.230-235
Main Authors: Bunga, D. Amin, Helmi, Abdullah, Jasruddin, D. Malago
Format: Article
Language:English
Subjects:
College Students
Comparative Analysis
Foreign Countries
Imagination
Knowledge Level
Learning Processes
Learning Strategies
Metacognition
Physics
Quasiexperimental Design
Science Instruction
Scores
Teaching Methods
Tests
Thinking Skills
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Summary:Metacognitive knowledge is a necessity in starting learning process. Solving physics problems requires metacognitive knowledge which comprises factual, conceptual and procedural knowledge. The purpose of metacognitive knowledge is to train students in developing their abilities in higher order of thinking. The problem is what kind of strategies can be used by teachers to facilitate student's comprehension? This study used "sketch knowledge strategy" (SKS) as a strategy to help students in solving high order of physics problems and its influence on their metacognitive understanding. The target variable strategy was used as a comparison in order to examine its effects. The results showed that the concept of sketch strategy was more significant in solving metacognitive problems than that of the target variable strategy.
ISSN:1990-3839
1990-3839
DOI:10.5897/ERR2017.3356