Abstract
This paper examines the effects of social interaction on the metacognitive process that functions within a context of self-regulation. Anastasia, E. (2009) proposed the multifaceted and multilevel model of metacognition, and we interpret this model from the point of view of science learning, and analyze the metacognitive process and representational functions in a social context using this model. Moreover, we have developed instructions to promote social interaction based on the theory of “model co-construction and evolution” advocated by Kahn, S. (2008).
Results indicate that:
(1) Constructing and expressing students’ own models using prior representational network is effective for the promotion of the metacognitive process.
(2) Collaborative learning is effective for the metacognitive monitoring and control of one’s cognition, as well as the other student’s cognition, so that the common goal can be attained.
(3) To promote modeling co-construction, teachers need to support student interaction based on assessment of the students’ expressing models.
