Abstract

Metacognitive reflection allows teacher educators to enhance their awareness of cognitive processes and biases. It enables them to design more effective lesson plans and optimize learning techniques. This research aims to enhance the teaching competencies of physics student teachers of integrated B.Ed. by employing two distinct lesson plan models: metacognitive intervention and neurocognitive intervention. One group utilizes planning, monitoring, and evaluation to self-regulate their teaching using metacognitive intervention, while the other group employs neurocognitive interventions such as executive functioning, strategic planning, and attention. A teacher assessment rubric was devised to evaluate the teaching competencies of the participants from the groups, focusing on mastery skill, pedagogical skill, information literacy skill, problem-solving skill, and questioning skill. The study findings indicate that post-assessment of metacognitive and neurocognitive interventions provided to two separate groups (N=15 each) showed significant difference on enhancing the physics teaching competencies of integrated B.Ed. students compared to pre-assessment. Both metacognitive and neurocognitive intervention has its significance in enhancing physics teaching competencies. Consequently, teacher educators can identify areas of weakness and gaps to pursue targeted professional development opportunities that foster self-regulation and understanding of cognitive processes. The scope of this study could be expanded to explore the interventions for various disciplines and grade levels.

Keywords

Metacognition, Neurocognition, Pedagogical Skill, Lesson Planning, Intervention, Cognition, Professional Development, Cognitive Process, Teaching, Competencies,

Metrics

Metrics Loading ...

References

  1. Aglen, B. (2016). Pedagogical strategies to teach bachelor students evidence-based practice: A systematic review. Nurse Education Today, 36, 255–263. https://doi.org/10.1016/j.nedt.2015.08.025
  2. Ahmad, J. (2023). Teacher Education in India: An Overview. In Teaching and Teacher Education in India. Springer Nature, Singapore. https://doi.org/10.1007/978-981-99-4985-4_1
  3. Akama, K. (2006). Relations among Self-Efficacy, Goal Setting, and Metacognitive Experiences in Problem-Solving. Psychological Reports, 98(3), 895–907. https://doi.org/10.2466/pr0.98.3.895-907
  4. Anderson, V. (1998). Assessing Executive Functions in Children: Biological, Psychological, and Developmental Considerations. Neuropsychological Rehabilitation, 8(3), 319–349. https://doi.org/10.1080/713755568
  5. Ariasi, N., Mason, L. (2014). From Covert Processes to Overt Outcomes of Refutation Text Reading: The Interplay of Science Text Structure and Working Memory Capacity through Eye Fixations. International Journal of Science and Mathematics Education, 12(3), 493–523. https://doi.org/10.1007/s10763-013-9494-9
  6. Bae, H., Kwon, K. (2021). Developing metacognitive skills through class activities: what makes students use metacognitive skills?. Educational Studies, 47(4), 456–471. https://doi.org/10.1080/03055698.2019.1707068
  7. Baeten, M., Kyndt, E., Struyven, K., Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243–260. https://doi.org/10.1016/j.edurev.2010.06.001
  8. Baird, J.R. (1986). Improving learning through enhanced metacognition: a classroom study. European Journal of Science Education, 8(3), 263–282. https://doi.org/10.1080/0140528860080303
  9. Balconi, M., Angioletti, L., Acconito, C. (2023). Self-Awareness of Goals Task (SAGT) and Planning Skills: The Neuroscience of Decision Making. Brain Sciences, 13(8), 1163. https://doi.org/10.3390/brainsci13081163
  10. Baris, C. (2015). An investigation of teacher candidate’s metacognitive skills according to their year of study at Canakkale. Educational Research and Reviews, 10(1), 10–16. https://doi.org/10.5897/ERR2014.1903
  11. Basheer Nomass, B. (2013). The Impact of Using Technology in Teaching English as a Second Language. English Language and Literature Studies, 3(1). https://doi.org/10.5539/ells.v3n1p111
  12. Basu, S., Dixit, S. (2022). Role of metacognition in explaining decision-making styles: A study of knowledge about cognition and regulation of cognition. Personality and Individual Differences, 185, 111318. https://doi.org/10.1016/j.paid.2021.111318
  13. Batha, K., Carroll, M. (2007). Metacognitive training aids decision making. Australian Journal of Psychology, 59(2), 64–69. https://doi.org/10.1080/00049530601148371
  14. Brown, A. L. (1987). Metacognition, Executive Control, Self-Regulation, and Other More Mysterious Mechanisms (In F. E. W). Erlbaum Associates, Hillsdale.
  15. Cardelle-Elawar, M. (1992). Effects of teaching metacognitive skills to students with low mathematics ability. Teaching and Teacher Education, 8(2), 109–121. https://doi.org/10.1016/0742-051X(92)90002-K
  16. Cavagnetto, A.R. (2010). Argument to Foster Scientific Literacy. Review of Educational Research, 80(3), 336–371. https://doi.org/10.3102/0034654310376953
  17. Chen, Y.C., Yang, F.Y. (2014). PROBING THE RELATIONSHIP BETWEEN PROCESS OF SPATIAL PROBLEMS SOLVING AND SCIENCE LEARNING: AN EYE TRACKING APPROACH. International Journal of Science and Mathematics Education, 12(3), 579–603. https://doi.org/10.1007/s10763-013-9504-y
  18. Chung, Y., Huang, H.H. (2021). Cognitive-Based Interventions Break Gender Stereotypes in Kindergarten Children. International Journal of Environmental Research and Public Health, 18(24), 13052. https://doi.org/10.3390/ijerph182413052
  19. Churchland, P.S., Sejnowski, T.J. (1988). Perspectives on Cognitive Neuroscience. Science, 242(4879), 741–745. https://doi.org/10.1126/science.3055294
  20. Corinne Purtill. (2022). The New Science of Forgetting. Time Magazine.
  21. Czerniawski, G., Guberman, A., MacPhail, A. (2017). The professional developmental needs of higher education-based teacher educators: an international comparative needs analysis. European Journal of Teacher Education, 40(1), 127–140. https://doi.org/10.1080/02619768.2016.1246528
  22. Diery, A., Vogel, F., Knogler, M., Seidel, T. (2020). Evidence-Based Practice in Higher Education: Teacher Educators’ Attitudes, Challenges, and Uses. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.00062
  23. Donohue, D.K., Bornman, J. (2015). South African Teachers’ Attitudes toward the Inclusion of Learners with Different Abilities in Mainstream Classrooms. International Journal of Disability, Development and Education, 62(1), 42–59. https://doi.org/10.1080/1034912X.2014.985638
  24. Elen, J., Clarebout, G., Léonard, R., Lowyck, J. (2007). Student-centred and teacher-centred learning environments: what students think. Teaching in Higher Education, 12(1), 105–117. https://doi.org/10.1080/13562510601102339
  25. Fisher, R. (1998). Thinking about Thinking: Developing Metacognition in Children. Early Child Development and Care, 141(1), 1–15. https://doi.org/10.1080/0300443981410101
  26. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://psycnet.apa.org/doi/10.1037/0003-066X.34.10.906
  27. Flavell, J.H. (1976). Metacognitive aspects of problem solving. In The nature of intelligence, Routledge. https://doi.org/10.4324/9781032646527-16
  28. Gazzaniga, M.S. (1987). Perceptual and attentional processes following callosal section in humans. Neuropsychologia, 25(1), 119–133. https://doi.org/10.1016/0028-3932(87)90048-0
  29. Goswami, U. (2004). Neuroscience, education and special education. British Journal of Special Education, 31(4), 175–183. https://doi.org/10.1111/j.0952-3383.2004.00352.x
  30. Goswami, U. (2006). Neuroscience and education: from research to practice?. Nature Reviews Neuroscience, 7(5), 406–413. https://doi.org/10.1038/nrn1907
  31. Gul, F., Shehzad, S. (2012). Relationship between Metacognition, Goal Orientation and Academic Achievement. Procedia - Social and Behavioral Sciences, 47, 1864–1868. https://doi.org/10.1016/j.sbspro.2012.06.914
  32. Hallam, S., Ireson, J. (2003). Secondary school teachers’ attitudes towards and beliefs about ability grouping. British Journal of Educational Psychology, 73(3), 343–356. https://doi.org/10.1348/000709903322275876
  33. Hartman, H.J. (2001). Metacognition in Science Teaching and Learning. Metacognition in Learning and Instruction, 173–201. https://doi.org/10.1007/978-94-017-2243-8_9
  34. Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., Velle, L. la, McFarlane, A., Ruthven, K., Winterbottom, M. (2007). Pedagogical approaches for technology-integrated science teaching. Computers & Education, 48(1), 137–152. https://doi.org/10.1016/j.compedu.2006.02.004
  35. Hiller, S.E. (2017). Mastering science with metacognitive and self-regulatory strategies: A teacher-researcher dialogue of practical applications for adolescent students. Nova Science Publishers.
  36. Jonsson, A., Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational consequences. Educational Research Review, 2(2), 130–144. https://doi.org/10.1016/j.edurev.2007.05.002
  37. Kiefer, M., Trumpp, N. M. (2012). Embodiment theory and education: The foundations of cognition in perception and action. Trends in Neuroscience and Education, 1(1), 15–20. https://doi.org/10.1016/j.tine.2012.07.002
  38. Koch, A. (2001). Training in metacognition and comprehension of physics texts. Science Education, 85(6), 758–768. https://doi.org/10.1002/sce.1037
  39. Kosslyn, S. M., Koenig, O. (1992). Wet mind: The new cognitive neuroscience. Simon and Schuster.
  40. Kudesia, R.S. (2019). Mindfulness as Metacognitive Practice. Academy of Management Review, 44(2), 405–423. https://doi.org/10.5465/amr.2015.0333
  41. Kumar, R., Singh, S. (2018). Aspects of Science Education in India:A Synoptic Review and Possible Directions for the Future. Current Science, 114(09), 1825. https://doi.org/10.18520/cs/v114/i09/1825-1828
  42. Lage, M. J., Platt, G. J., Treglia, M. (2000). Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment. The Journal of Economic Education, 31(1), 30–43. https://doi.org/10.1080/00220480009596759
  43. Lin, X., Schwartz, D. L., Hatano, G. (2005). Toward Teachers’ Adaptive Metacognition. Educational Psychologist, 40(4), 245–255. https://doi.org/10.1207/s15326985ep4004_6
  44. Liu, C.J., Chiang, W.W. (2014). Theory, Method and Practice of Neuroscientific Findings in Science Education. International Journal of Science and Mathematics Education, 12(3), 629–646. https://doi.org/10.1007/s10763-013-9482-0
  45. Liyanage, I., Bartlett, B.J. (2010). From autopsy to biopsy: A metacognitive view of lesson planning and teacher trainees in ELT. Teaching and Teacher Education, 26(7), 1362–1371. https://doi.org/10.1016/j.tate.2010.03.006
  46. Mesulam, M. (1990). Large‐scale neurocognitive networks and distributed processing for attention, language, and memory. Annals of Neurology, 28(5), 597–613. https://doi.org/10.1002/ana.410280502
  47. Mevarech, Z.R., Kramarski, B. (1997). Improve: A Multidimensional Method For Teaching Mathematics in Heterogeneous Classrooms. American Educational Research Journal, 34(2), 365–394. https://doi.org/10.3102/00028312034002365
  48. Muijs, D., Kyriakides, L., van der Werf, G., Creemers, B., Timperley, H., Earl, L. (2014). State of the art – teacher effectiveness and professional learning. School Effectiveness and School Improvement, 25(2), 231–256. https://doi.org/10.1080/09243453.2014.885451
  49. Muir-Herzig, R. G. (2004). Technology and its impact in the classroom. Computers & Education, 42(2), 111–131. https://doi.org/10.1016/S0360-1315(03)00067-8
  50. Mullock, B. (2006). The Pedagogical Knowledge Base of Four TESOL Teachers. The Modern Language Journal, 90(1), 48–66. https://doi.org/10.1111/j.1540-4781.2006.00384.x
  51. Obidovna, D.Z. (2023). Adapting Teaching Methods to Modern Educational Trends: Pedagogical Aspect. International Journal of Pedagogics, 3(10), 72–77. https://doi.org/10.37547/ijp/Volume03Issue10-14
  52. Paris, S.G., Winograd, P. (1990). Promoting Metacognition and Motivation of Exceptional Children. Remedial and Special Education, 11(6), 7–15. https://doi.org/10.1177/074193259001100604
  53. Redish, E.F. (1994). Implications of cognitive studies for teaching physics. American Journal of Physics, 62(9), 796–803. https://doi.org/10.1119/1.17461
  54. Ridley, D.S., Schutz, P.A., Glanz, R.S., Weinstein, C.E. (1992). Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting. The Journal of Experimental Education, 60(4), 293–306. https://doi.org/10.1080/00220973.1992.9943867
  55. Rocchesso, D., Serafin, S., Rinott, M. (2013). Pedagogical Approaches and Methods. In Sonic Interaction Design. The MIT Press. https://doi.org/10.7551/mitpress/8555.003.0006
  56. Schraw, G. (2006). Knowledge: Structures and processes. In Handbook of educational psychology, Lawrence Erlbaum Associates Publishers, 245-260.
  57. Schraw, G., Dennison, R.S. (1994). Assessing Metacognitive Awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
  58. Schraw, G., Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. https://doi.org/10.1007/BF02212307
  59. Selvi, K. (2010). Teachers’ Competencies. Cultura International Journal of Philosophy of Culture and Axiology, 7(1), 167–175. https://doi.org/10.5840/cultura20107133
  60. Shade, R.A., Stewart, R. (2001). General Education and Special Education Preservice Teachers’ Attitudes toward Inclusion. Preventing School Failure: Alternative Education for Children and Youth, 46(1), 37–41. https://doi.org/10.1080/10459880109603342
  61. Shulman, L.S. (2000). Teacher Development. Journal of Applied Developmental Psychology, 21(1), 129–135. https://doi.org/10.1016/S0193-3973(99)00057-X
  62. Sneyers, E., Jacobs, K., Struyf, E. (2016). Impact of an in-service training in neurocognitive insights on teacher stress, teacher professionalism and teacher student relationships. European Journal of Teacher Education, 39(2), 253–266. https://doi.org/10.1080/02619768.2015.1121985
  63. Squire, L.R., Wixted, J. T. (2011). The Cognitive Neuroscience of Human Memory Since H.M. Annual Review of Neuroscience, 34(1), 259–288. https://doi.org/10.1146/annurev-neuro-061010-113720
  64. Stern, E. (2005). Pedagogy Meets Neuroscience. Science, 310(5749), 745–745. https://doi.org/10.1126/science.1121139
  65. Strauss, M.E., Summerfelt, A. (2003). The neuropsychological study of schizophrenia: A methodological perspective. American Psychological Association, 119–134. https://psycnet.apa.org/doi/10.1037/10477-008
  66. Strauss, S., Ziv, M., Stein, A. (2002). Teaching as a natural cognition and its relations to preschoolers’ developing theory of mind. Cognitive Development, 17(3–4), 1473–1487. https://doi.org/10.1016/S0885-2014(02)00128-4
  67. Susac, A., Bubic, A., Kaponja, J., Planinic, M., Palmovic, M. (2014). Eye Movements Reveal Students’ Strategies In Simple Equation Solving. International Journal of Science and Mathematics Education, 12(3), 555–577. https://doi.org/10.1007/s10763-014-9514-4
  68. Tamir, P. (1988). Subject matter and related pedagogical knowledge in teacher education. Teaching and Teacher Education, 4(2), 99–110. https://doi.org/10.1016/0742-051X(88)90011-X
  69. ten Cate, O., Snell, L., Mann, K., Vermunt, J. (2004). Orienting Teaching toward the Learning Process. Academic Medicine, 79(3), 219–228. https://doi.org/10.1097/00001888-200403000-00005
  70. Trent, J. (2011). ‘Four years on, I’m ready to teach’: teacher education and the construction of teacher identities. Teachers and Teaching, 17(5), 529–543. https://doi.org/10.1080/13540602.2011.602207
  71. Vandergrift, L., Tafaghodtari, M.H. (2010). Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study. Language Learning, 60(2), 470–497. https://doi.org/10.1111/j.1467-9922.2009.00559.x
  72. Venezky, R.L. (2004). Technology in the classroom: steps toward a new vision. Education, Communication & Information, 4(1), 3–21. https://doi.org/10.1080/1463631042000211024
  73. Vos, H., de Graaff, E. (2004). Developing metacognition: a basis for active learning. European Journal of Engineering Education, 29(4), 543–548. https://doi.org/10.1080/03043790410001716257
  74. Wallace, C.S., Coffey, D.J. (2019). Investigating Elementary Preservice Teachers’ Designs for Integrated Science/Literacy Instruction Highlighting Similar Cognitive Processes. Journal of Science Teacher Education, 30(5), 507–527. https://doi.org/10.1080/1046560X.2019.1587569
  75. Wilson, N.S., Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacognition and Learning, 5(3), 269–288. https://doi.org/10.1007/s11409-010-9062-4
  76. Yuan, R. (2016). Understanding higher education-based teacher educators’ identities in Hong Kong: a sociocultural linguistic perspective. Asia-Pacific Journal of Teacher Education, 44(4), 379–400. https://doi.org/10.1080/1359866X.2015.1094779