2007 Volume 30 Issue 4 Pages 355-363
The aims of this study are to examine the structure of elementary schoolchildren's metacognition in observational/experimental activities in science and to confirm the factor structure that has an influence on the metacognition of elementary schoolchildren and junior high school students. In order to achieve the aim of this study, a questionnaire survey consisted of fourteen items was conducted on 327 fifth and sixth graders. The results showed the following three points: (1) Elementary schoolchildren use metacognition in observational/experimental activities. (2) While influence on metacognitive activities of schoolchildren themselves were strongest during observation/experiment, metacognitive activities associated with interaction with peer or their teachers were strongly influenced before observation/experiment. However, metacognition was not high in the post-observational/experimental activities. (3) The commitment of teachers strongly influenced the metacognitive behavior of elementary schoolchildren and junior high school students. In addition, the commitment of friends influences elementary schoolchildren more than junior high school students.
