Chapter 8

Consider a lesson plan you might use.

Which metacognitive skills/abilities are involved as students gain facility/knowledge in this domain?

Think of an activity or lesson component that explicitly teaches one or more metacognitive and one or more problem solving skills.

Well if I was teaching a basic science class in an elementary school one experiment I could use is more chemistry based on how chemical bonds behave. During this experiment the students would pour their milk in the the container and add their choice of food coloring dye and before we start the first method I would have the kids think about what they think will occur when adding a simple soap covered Q-tip into the center. I am sure that the kids will come up with some very good ideas for the reactions. Then as the student does the first experimental trial we will see and compare how the results related to their ideas. Now this can be ran in multiple trials with different variables and each time the student can make a new hypothesis as to how the solution will react. Just because they witnessed one trial does not mean that every trial with different types of chemical makeups will follow the same behavior pattern. So some students may have the illusion of knowing. Any basic physic lesson can be presented in a format that allows the students to view the equation and address the question in hand. Students will be able to use declarative knowledge, procedural knowledge and conditional knowledge. So first they will be able to decide what portions of the question is what they are looking for in order to pick the correct equation. After they can access the problem and pick which equation they think would work in order to produce what they are needing to find then they can work through as they remember how the process had been shown in classes before. By a student being able to think about the current situation and recall previous knowledge they will be able to work through the problem in a step by step process. So the students can think about how they should think about solving the equation while accessing previous knowledge in a second thought process.