Understanding the interplay between students' social bonds and metacognition in middle school science
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Description
The study explores how social bonds (social and emotional connections) and metacognition (thoughts about thinking) interact when Bhutanese Year 9 students learn physics. Findings reveal that social bonds and metacognition mutually reinforce each other during physics learning. Students’ metacognitive engagement is shaped by their bonds, with intact bonds leading to deeper engagement and enhanced understanding of physics concepts, while broken bonds are associated with reduction in metacognitive engagement. The study contributes to a holistic understanding of metacognition in science education scholarship, offering practical implications that can inform the practices of science teaching.
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| ID Code: | 247168 | ||
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| Item Type: | QUT Thesis (PhD) | ||
| Supervisor: | Bellocchi, Alberto & Davis, James | ||
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| Keywords: | Attunement, Bhutanese Culture, Emotions, Metacognition, Metacognitive Experience, Metacognitive Knowledge, Metacognitive Skills, Science Education, Social Bonds, Social Bonding Dynamics | ||
| DOI: | 10.5204/thesis.eprints.247168 | ||
| Pure ID: | 164743370 | ||
| Divisions: | Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Teacher Education & Leadership |
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| Institution: | Queensland University of Technology | ||
| Deposited On: | 11 Mar 2024 08:55 | ||
| Last Modified: | 11 Mar 2024 08:58 |
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