Research on Metacognitive Awareness of Teachers and their Actual Behavior : Using a Questionnaire on Science Learning Guidance

Abstract

The purposes of this study were to reveal teachers' understanding of the terminology "metacognition", and their awareness and practice of metacognitive support, support that promotes metacognitive activities; and to draw implications for the development of children's metacognitive skills. The findings of a questionnaire investigation of elementary school and junior high school teachers are described as follows: (1) Many teachers did not understand the terminology "metacognition"; (2) Although teachers were aware of the importance of metacognitive support, they could not bring this awareness to their practice; (3) The teachers who understood the terminology used metacognitive support more frequently than those who did not; (4) Teachers with average to high levels of experience used metacognitive support more frequently than novice teachers. This study implies the following two points. First, it is important to make teachers aware of the importance and the need for metacognitive support, including the understanding of the terminology. In addition, it is important to recommend teachers to learn concrete ways of providing metacognitive support.