Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?:

A viewpoint of Christian education will transmit your light and the truth! Let them guide you. Psalm 43: 3

Can the metacognition strategy improve the academic performance of junior high school students? Jaunine Fouché High School Science Teacher, Hershey School and Education Dr., Hershey, Pennsylvania State (Education and Learning), Virginia Free University

Mark A. Lamport, Ph.D. Free University (Virginia State) and Belfast Bible College (Northern Ireland) and Belfast (Northern Ireland) Queen's University and Evangelic theology Department (Belgium) and Instituto Biblico Portuges (Lisbon), starcarmelsun @ yahoo.com

This article is provided free of charge from DigitalCommons @ Liberty University School of Education. It was incorporated into the Christian perspective in education by an official editor of Digital Commons @ Liberty University. For details, please contact scholarlycommunication @ liberty.edu.

Fouché, Jaunine and Lamport, Ph. Ph.D., Mark A. (2011) "Does the meta-cognitive strategy improve the academic ability of junior high school students?", Christian in Perspectives in Education, 4 (2). Please refer to: http: //digitalcommons.liberty.edu/cpe/vol4/iss2/4

There is no advice and people are corrupted, but there are feelings of security among many counselors. Rumor

Another - God is the author of all the truth. Christian educators to the students

Reconsidering the person's mind is practiced by the apostle Paul (my teacher) of the 1st century.

Please increase the science classroom to improve science. In addition, there are many ways to improve metacognition through classroom instruction (Baird & White, 1996; Beeth, 1998; Gunstone & Mitchell, 1998; Mason, 1994). Below, I will explain various ways to add self-regulation in the science classroom. In the past decade, the majority of scientific education journal research has focused on two areas: curriculum reform in science education and use of multiple educational strategies to improve learning (Hurd, 2002; Kelly & Anderson, 2000). This section describes six general educational strategies to improve self-regulation and learning. There is a strong consensus among scientific educators that multiple learning methods are needed to improve the overall scientific outcome (Anderson & Hogan, 2000).

Based on the review of selected science education journals over the past decade, we have identified six general areas of educational strategies to improve science learning. We summarize the research in each of the six strategic areas and discuss how these educational interventions are related to meta-cognition and self-regulation. These fields include the following. (A) Role based exploration, (b) Roles of joint support, (c) Strategic guidance to improve problem solving and critical thinking, (d) Students build mental models and experience changes in concepts The use of strategic technology to help, and (f) the influence of students and teachers' beliefs. Due to the scope of this article, we do not recommend a thorough review of these six aspects. Instead, our main objective is to summarize selected research in these fields from the perspective of science education and to provide recent quotes so that readers can learn more if they are interested.