2019 年 18 巻 1 号 p. 16-26
Metacognitive thinking skills, which monitor and control one’s thoughts, are an essential competency in various fields and domains. In general, teaching metacognitive skills is difficult because of the implicit nature of thinking. To promote learners’ metacognitive activities, we researched and confirmed that, when critically reading a learner’s paper, the learner’s and expert’s eye-movement information contributed to enhancing the learner’s metacognitive inference activities (MIA) and metacognitive knowledge. In this study, we embedded our metacognitive learning method into daily lab activities to sustainably promote learners’ MIA. This metacognitive learning design was continuously employed in our laboratory for three months. Experimental results showed that our proposed learning design could be successfully adapted to learners’ daily lab activities. In addition, the results suggested that continuous practice could contribute to improving learners’ metacognitive awareness.
