2020 Volume 62 Issue 4 Pages 339-347
The purpose of this research was to investigate, through class practical study, the relation among the factors that compose “metacognitive capability" and the attainment of specific learning items concerning energy conversion technology. Metacognitive capability plays an important role in the execution of “self-regulated learning" in the technology field in technology and home economics subject. This paper focuses on metacognitive functions in knowledge and skills acquisition in the lower secondary school attached to J University during the 2019 school year, according to a self-adjustment learning process model. The rational of this model is a teaching and learning guidance process embedded in the context of assessment for learning proposed by William (2011). The theoretical framework for the research theme and research targets is based on Ito's (2008) three-step model. This paper focuses on the development students' metacognition in the acquisition of knowledge and skills and the internal process of self-regulated learning. The cognitive strategy of elaboration and systematization was shown to be related to existing knowledge functions in each of the three stages of self-adjustment, learning, and metacognition, as a result of the teachers' intentional support for the students' recall of previous learning experiences. It was supposed that their works of power were enhanced.
