Correlation between Metacognition and Representational Functions in Science Classes

Abstract

The purpose of this study was to reveal a correlation between metacognitive processing and representational functions in science learning. In this study, using the perspectives of the metacognition model (Nelson, T. O., 1994) and the representational network model (Wada, 2010), we analyzed modifying components of metacognition through the process of students' constructing scientific concepts. Additionally, we built didactics based on cooperative learning to improve metacognitive monitoring and metacognitive control, and to promote representational competences. Results indicate that: (1) Development of students' scientific thinking skills and ability to explain was promoted by activating their metacognitive monitoring and metacognitive control. (2) The embodiment of the autonomous students' metacognitive monitoring and metacognitive control helped them to organize representational networks. Therefore, metacognition and representational functions were interdependent structures. (3) The students' metacognitive monitoring and metacognitive control functions were enhanced through accurate scaffolding via cooperative learning.