Cueing Metacognition to Improve Researching and Essay Writing in a Final Year High School Biology Class |
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| Authors: | L N Conner |
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| Institution: | (1) Monash University, Melbourne, Australia;(2) Christchurch College of Education, New Zealand;(3) Christchurch College of Education, P. O. Box 31 065, Christchurch, 8030, New Zealand |
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| Abstract: | This paper reports on degrees of awareness and use of specific metacognitive strategies by 16 students in a final-year high
school biology class in New Zealand. The aims of the intervention were to broaden students' thinking about bioethical issues
associated with cancer and to enhance students' use of metacognition. Cues and prompts were used in this unit of work to help
students use metacognitive strategies since students did not generally use metacognitive strategies spontaneously. Scaffolding
was mediated through the teacher modelling, questioning, cueing or prompting students to evaluate their learning. The research
reported here illustrates how teachers can cue students to be more self-directed in their learning. Three case studies illustrate
how learning strategies were used differentially. Most students were aware of strategies that could help them to learn more
effectively. It was found that those students who were not only aware of but also used strategies to plan, monitor and evaluate
their work, produced essays of higher quality. |
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| Keywords: | cueing learning strategies metacognition writing biology |
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