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Technology in middle school science : the effect of student-centered pedagogy on metacognition and conceptual understanding in small group and whole class settings

University of British Columbia

Despite the frequent use of classroom response systems (CRS) in university courses, there is lack of research to support effectiveness of these handheld electronic devices (clickers) at the middle school (fifth grade) level. Furthermore, there is a scarcity of research comparing CRS-enhanced pedagogy in the middle school science context with traditional teaching methods. Additionally, research investigating how middle school science students think about their own thinking (metacognition) and how this correlates with a Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI_S) measurement system (Anderson & Nashon, 2007) and Bloom’s taxonomy categories (Bloom, 1965) is equally scarce. My research explores how CRS-enhanced, student-centered pedagogy affects metacognition and conceptual understanding in the context of small group and whole class settings in middle school science. Overall results show that: CRS-enhanced pedagogy is a more beneficial instructional method for concept review and reinforcement compared with traditional teaching methods; SEMLI_S and Bloom’s taxonomy results were similar for lower Bloom’s taxonomy levels, however traditional teaching method results were higher when more challenging concepts are introduced; learning can be enhanced if SEMLI_S dimensions are utilized prior to Bloom’s taxonomy; and that following up use of SEMLI_S dimensions with Bloom’s taxonomy instruction provides the most effective teaching practices.

Text

2015-08-24

Attribution-NonCommercial-NoDerivs 2.5 Canada

http://hdl.handle.net/2429/54588

Curriculum Studies

University of British Columbia

UBCV

http://creativecommons.org/licenses/by-nc-nd/2.5/ca/