Acquisition of the Ion Concept and Meta-cognition : Students Learning 'Chemical Change and the Ion'

Abstract

Today, developing student's problem-solving abilities, in particular their ability to make predictions in various problem-solving processes, is very important. Furthermore, such abilities are important factors of meta-cognition, which affects students' acquisition of science concepts, but its essence is difficult to recognize. In this research project, we investigated the relationship between meta-cognition and the acquisition of the ion concept in science classes through questionnaires and clinical interviews. As a result of our investigations, the following points became clear. 1. Students processing appropriate meta-cognition acquired ion concept step by step. Also, they usually showed an awareness of his comprehension level and used this to look for the next goal of their study. 2. Students who didn't have the ability to control their cognition according to 'what shall I do next?' , even if they could grasp the limits of their understanding or their learning situations, didn't acquire ion concept fully. 3. Students who couldn't reflect on their learning process didn't aquire ion concept and metacognition in the process of their learning.