The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition

To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary schoo...

Full description

Saved in:
Bibliographic Details
Published inSouth African journal of education Vol. 42; no. 4; pp. 1 - 14
Main Authors Bogdanović, Ivana Z., Stanisavljević, Jelena D., Rodić, Dušica D., Rončević, Tamara N., Zouhor, Zekri A. M.
Format Journal Article
LanguageEnglish
Published Education Association of South Africa 01.11.2022
Education Association of South Africa (EASA)
Subjects
Conventional Instruction
Education & Educational Research
Education, Scientific Disciplines
elementary school
Elementary School Students
Elementary School Teachers
Foreign Countries
Grade 6
Instructional Effectiveness
Metacognition
modified kwl strategy
Physics
Prior Learning
Recall (Psychology)
Science Instruction
Student Interests
students’ metacognition
Teaching Methods
teaching physics
Thinking Skills
Serbia
teaching physics
elementary school
students' metacognition
modified KWL strategy
Online AccessGet full text
ISSN0256-0100
2076-3433
2076-3433
DOI10.15700/saje.v42n4a2096

Cover

Abstract To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T – What I think and what I know, Q – What questions I have, H – How can I find out, L – What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.
AbstractList To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students' metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students' metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T -What I think and what I know, Q - What questions I have, H - How can I find out, L - What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students' metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students' metacognition. Considering the positive effect of this teaching strategy on students' metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.
Audience Intermediate Grades
Grade 6
Middle Schools
Elementary Education
Author Stanisavljević, Jelena D.
Bogdanović, Ivana Z.
Rončević, Tamara N.
Zouhor, Zekri A. M.
Rodić, Dušica D.
AuthorAffiliation University of Novi Sad
University of Belgrade
AuthorAffiliation_xml – name: University of Belgrade
– name: University of Novi Sad
Author_xml – sequence: 1
  givenname: Ivana Z.
  orcidid: 0000-0003-1172-6977
  surname: Bogdanović
  fullname: Bogdanović, Ivana Z.
  organization: Department of Physics, Faculty of Sciences, University of Novi Sad, Novi Sad, Republic of Serbia
– sequence: 2
  givenname: Jelena D.
  orcidid: 0000-0002-8860-9368
  surname: Stanisavljević
  fullname: Stanisavljević, Jelena D.
  organization: Faculty of Biology, University of Belgrade, Belgrade, Republic of Serbia
– sequence: 3
  givenname: Dušica D.
  orcidid: 0000-0002-4161-3845
  surname: Rodić
  fullname: Rodić, Dušica D.
  organization: Department of Chemistry, Biochemistry and Environmental Protection, Faculty of Sciences, University of Novi Sad, Novi Sad, Republic of Serbia
– sequence: 4
  givenname: Tamara N.
  orcidid: 0000-0001-7141-1745
  surname: Rončević
  fullname: Rončević, Tamara N.
  organization: Department of Chemistry, Biochemistry and Environmental Protection, Faculty of Sciences, University of Novi Sad, Novi Sad, Republic of Serbia
– sequence: 5
  givenname: Zekri A. M.
  orcidid: 0000-0001-7141-1745
  surname: Zouhor
  fullname: Zouhor, Zekri A. M.
  organization: Department of Physics, Faculty of Sciences, University of Novi Sad, Novi Sad, Republic of Serbia
BackLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1374326$$DView record in ERIC
BookMark eNpFUcFuEzEQtVArkbbcuSD5BzaMvd71-oiqAm0jcaCIozX1ziZeJXZkO6Dc-I3-Xr-E3QaVw2ik9-a9Gc27YGchBmLsvYClaDTAx4wjLX8pGRRKMO0btpCg26pWdX3GFiCbtgIB8JZd5DwCSC0ULNj4sCHud3t0hceBH7IPa14mbBd7P3jq-X2Iv6ufGEq1IkyB55Kw0PrIfeD7zTF7l3khdJtZGWf-0FMo-fnPE99RQRfXwRcfwxU7H3Cb6d2_fsl-fL55uP5arb59ub3-tKqc7KCtlNIDyUciJZUZpCbdACqDNZmuQQV915te6B4kCUeDlhoaYzqlEQROUH3Jbk--fcTR7pPfYTraiN6-ADGtLabi3ZbsMEDbGjStMk6ZhvBRGEN9C51oOo1q8lqevLLztI12jIcUpuPt9_mhdn6oBCkBQE0lmknw4SSg5N3r8ps7UWtVy3bi4cS7FHNONLzOCLAvQdo5SPs_yPovPnSR-Q
Cites_doi 10.1080/00220671.2020.1830017
10.1080/18146627.2018.1464694
10.1016/j.sbspro.2014.01.883
10.17159/2520-9868/i71a03
10.1007/s11409-013-9101-z
10.20319/pijss.2019.51.379393
10.1007/s11165-010-9194-1
10.15700/saje.v39n2a1531
10.1007/s11409-006-6584-x
10.1007/978-3-030-18137-6_19
10.1598/rt.39.6.11
10.4324/9781410602350-15
10.1007/bf02212307
10.33225/jbse/17.16.946
10.1007/s11165-017-9671-x
10.1207/s15430421tip4304_4
10.18562/ijee.020
10.1787/9affaf61-ja
10.1002/sce.10141
10.4135/9781473939806
10.58729/2167-3454.1069
10.1007/s11145-016-9645-9
10.1080/02602930600679100
10.2139/ssrn.2906945
10.1080/03055698.2018.1509773
10.1006/ceps.1994.1033
10.1080/03057260408560203
10.7551/mitpress/3072.001.0001
10.29333/ejmste/115165
10.1111/ssm.12067
10.1080/09500690500336973
10.1037/0003-066x.34.10.906
10.1021/ed077p915
10.1080/10459880903217770
10.1038/vital318-2a
10.1515/ijsl-2015-0004
10.20308/ejpe.96231
10.19030/cier.v3i10.237
10.1088/1742-6596/1521/3/032074
10.31390/gradschool_disstheses.5089
10.4324/9781003205333
10.15294/eej.v11i1.44439
10.33087/aksara.v1i1.10
10.1007/s11165-005-3917-8
10.1006/ceps.2001.1091
10.13189/ujer.2020.080616
10.1598/rt.59.8.3
10.5204/jld.v8i2.238
10.1002/j.2333-8504.2001.tb01861.x
ContentType Journal Article
Copyright This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright_xml – notice: This work is licensed under a Creative Commons Attribution 4.0 International License.
DBID AAYXX
CITATION
ERI
GA5
GPN
DOA
DOI 10.15700/saje.v42n4a2096
DatabaseName CrossRef
ERIC
ERIC - Full Text Only (Discovery)
SciELO
DOAJ Directory of Open Access Journals
DatabaseTitle CrossRef
ERIC
DatabaseTitleList
CrossRef

ERIC
Database_xml – sequence: 1
  dbid: DOA
  name: DOAJ Directory of Open Access Journals
  url: https://www.doaj.org/
  sourceTypes: Open Website
– sequence: 2
  dbid: ERI
  name: ERIC
  url: https://eric.ed.gov/
  sourceTypes: Open Access Repository
DeliveryMethod fulltext_linktorsrc
Discipline Education
Physics
EISSN 2076-3433
ERIC EJ1374326
EndPage 14
ExternalDocumentID oai_doaj_org_article_ff0669a9649c495eab199ed6081587a4
S0256_01002022000400015
EJ1374326
10_15700_saje_v42n4a2096
GeographicLocations Serbia
GeographicLocations_xml – name: Serbia
GroupedDBID -OY
-W8
.GO
123
1RJ
4JU
5VS
AAFWJ
AAHSB
AAYXX
ABOPQ
ABXHO
ACHQT
ACJDM
ADBBV
AFPKN
ALMA_UNASSIGNED_HOLDINGS
APOWU
AZFZN
BCNDV
CITATION
DU5
EBS
EJD
GROUPED_DOAJ
IAO
IER
ITC
KWQ
OK1
P2P
RFP
RNS
SCD
SCSAF
SCVUT
SUGNK
TR2
ANHLU
ERI
GA5
IPNFZ
RIG
GPN
ID FETCH-LOGICAL-c2806-447fe2bee4249f27e750a49a3e985a40d8d9d17d02e1cef7270599847a01ae1c3
IEDL.DBID ERI
ISSN 0256-0100
2076-3433
IngestDate Wed Aug 27 01:28:51 EDT 2025
Tue Aug 19 13:57:06 EDT 2025
Tue Sep 02 20:04:38 EDT 2025
Tue Jul 01 01:11:56 EDT 2025
IsDoiOpenAccess true
IsOpenAccess true
IsPeerReviewed true
IsScholarly true
Issue 4
Keywords teaching physics
elementary school
students' metacognition
modified KWL strategy
Language English
License http://www.sajournalofeducation.co.za/index.php/saje/about/editorialPolicies#sectionPolicies
This work is licensed under a Creative Commons Attribution 4.0 International License. http://creativecommons.org/licenses/by/4.0
LinkModel DirectLink
MergedId FETCHMERGED-LOGICAL-c2806-447fe2bee4249f27e750a49a3e985a40d8d9d17d02e1cef7270599847a01ae1c3
ORCID 0000-0001-7141-1745
0000-0002-4161-3845
0000-0002-8860-9368
0000-0003-1172-6977
OpenAccessLink http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1374326
PageCount 14
ParticipantIDs doaj_primary_oai_doaj_org_article_ff0669a9649c495eab199ed6081587a4
scielo_journals_S0256_01002022000400015
eric_primary_EJ1374326
crossref_primary_10_15700_saje_v42n4a2096
ProviderPackageCode CITATION
AAYXX
PublicationCentury 2000
PublicationDate 20221101
PublicationDateYYYYMMDD 2022-11-01
PublicationDate_xml – month: 11
  year: 2022
  text: 20221101
  day: 01
PublicationDecade 2020
PublicationTitle South African journal of education
PublicationTitleAlternate S. Afr. j. educ
PublicationYear 2022
Publisher Education Association of South Africa
Education Association of South Africa (EASA)
Publisher_xml – name: Education Association of South Africa
– name: Education Association of South Africa (EASA)
References ref13
ref57
ref12
ref56
ref15
ref59
ref14
ref58
ref53
ref52
ref11
ref55
ref10
ref54
ref17
ref16
ref19
ref18
ref51
ref50
ref46
ref45
ref48
ref47
ref42
ref41
ref44
ref43
ref49
ref8
ref7
ref9
ref4
ref3
ref6
ref5
ref40
ref35
ref34
ref37
ref36
ref31
ref30
ref33
ref32
ref0
ref2
ref1
ref39
ref38
ref71
ref70
ref73
ref72
ref24
ref68
ref23
ref67
ref26
ref25
ref69
ref20
ref64
ref63
ref22
ref66
ref21
ref65
ref28
ref27
ref29
ref60
ref62
ref61
Zouhor, ZAM; Bogdanović, IZ; Skuban, SJ; Pavkov-Hrvojević, MV 2017; 16
Özsoy, G; Ataman, A 2009; 1
Checkley, D 2010
Mok, MMC; Lung, CL; Cheng, DPW; Cheung, RHP; Ng, ML 2006; 31
Tandog, VO; Bucayong, CO 2019; 5
Crowther, DT; Cannon, J 2004; 42
McLain, KVM 1993
Kuhn, D; Dean, D, Jr 2004; 43
Cromley, J 2000
Van der Berg, S; Spaull, N; Wills, G; Gustafsson, M; Kotzé, J 2016
Tachie, SA 2020; 8
Taslidere, E; Eryilmaz, A 2012; 42
Yore, LD; Treagust, DF 2006; 28
Van Aswegen, S; Swart, E; Oswald, MM 2019; 39
Sperling, RA; Howard, BC; Miller, LA; Murphy, C 2002; 27
Dike, JW; Mumuni, AAO; Chinda, W 2017; 7
Burns, PM 1994
Joseph, N 2009; 54
Ancell, C; Guttersrud, Ø; Henriksen, EK; Isnes, A 2004; 88
Alsalhi, NR 2020; 16
Van der Walt, M; Maree, K 2007; 27
Assan, TEB 2019; 16
Mesa, JC; Pringle, RM; King, N 2014; 9
Ricky, D; Stacy, AM 2000; 77
Erawati, NLPEP 2012; 1
De Grandi, C; Mochrie, SGJ; Ramos, R; McLoughlin, E; van Kampen, P 2019
Field, R; Duffy, J; Huggins, A 2015; 8
Delisio, LA; Bukaty, CA; Taylor, M 2018; 7
Greenwood, R 2019; 45
Johan, A; Suyitno, A; Mashuri,; Sayekti, I 2020; 1521
Schraw, G; Crippen, KJ; Hartley, K 2006; 36
Bogdanović, I; Obadović, DZ; Cvjetićanin, S; Segedinac, M; Budić, S 2015; 6
Ellis, AK; Denton, DW; Bond, JB 2014; 116
Usta, N; Yılmaz, M 2020; 113
Ogle, DM 1986; 39
Wenglinsky, H 2001
Barton, ML; Heidema, C 2000
Flavell, JH 1979; 34
Alshatti, S; Watters, J; Kidman, G 2012; 30
Baird, K; Coy, S 2020; 57
Schmitz, A 2012
Pintrich, PR; Wolters, CA; Baxter, GP; Schraw, GJ; Impara, JC 2000
Gammill, DM 2006; 59
George, D; Mallery, P 2003
Mihardi, S; Harahap, MB; Sani, RA 2013; 4
Draper, RJ 2002; 45
Schraw, G; Dennison, RS 1994; 19
Schraw, G; Moshman, D 1995; 7
Camp, D 2000; 53
Posner, MI 1989
Foote, CJ; Vermette, PJ; Battaglia, CF 2001
Lewis, E; Dema, O; Harshbarger, D 2014; 114
Pretorius, EJ; Spaull, N 2016; 29
Hacker, DJ; Hacker, DJ; Dunloskey, J; Graesser, AC 1998
Pretorius, EJ 2015; 2015
Malcolm, C; Alant, B 2004; 40
Bryan, J 1998; 51
Medina-Martínez, M; Pagán-Maldonado, N 2016; 2
Weaver, C 1994
Zouhor, Z; Bogdanović, I; Segedinac, M 2016; 1
Butterfield, A 2012
Akuma, FV; Callaghan, R 2019; 49
2019
Blachowicz, C; Ogle, D 2008
Rahman, F; Jumani, NB; Chaudry, MA; Chisti, SH; Abbasi, F 2010; 3
Zouhor, Z; Jaškov, M; Bogdanovic, I 2016; 4
Vijaya Kumari, SN; Jinto, M 2014; 5
Rosari, L; Mujiyanto, Y 2016; 6
Mevarech, Z; Fridkin, S 2006; 1
Stott, AE 2018; 71
Desoete, A 2007; 5
Martorella, PH; Beal, CMA; Bolick, CM 2005
Ogle, D 2009; 38
Tok, Ş 2013; 8
References_xml – ident: ref63
  doi: 10.1080/00220671.2020.1830017
– ident: ref66
– ident: ref4
  doi: 10.1080/18146627.2018.1464694
– ident: ref20
– ident: ref21
  doi: 10.1016/j.sbspro.2014.01.883
– ident: ref58
  doi: 10.17159/2520-9868/i71a03
– ident: ref62
  doi: 10.1007/s11409-013-9101-z
– ident: ref60
  doi: 10.20319/pijss.2019.51.379393
– ident: ref72
– ident: ref9
– ident: ref61
  doi: 10.1007/s11165-010-9194-1
– ident: ref53
– ident: ref11
– ident: ref13
– ident: ref64
  doi: 10.15700/saje.v39n2a1531
– ident: ref2
– ident: ref38
  doi: 10.1007/s11409-006-6584-x
– ident: ref6
– ident: ref16
  doi: 10.1007/978-3-030-18137-6_19
– ident: ref43
  doi: 10.1598/rt.39.6.11
– ident: ref29
  doi: 10.4324/9781410602350-15
– ident: ref56
  doi: 10.1007/bf02212307
– ident: ref73
  doi: 10.33225/jbse/17.16.946
– ident: ref0
  doi: 10.1007/s11165-017-9671-x
– ident: ref32
  doi: 10.1207/s15430421tip4304_4
– ident: ref40
– ident: ref36
  doi: 10.18562/ijee.020
– ident: ref44
  doi: 10.1787/9affaf61-ja
– ident: ref3
  doi: 10.1002/sce.10141
– ident: ref5
  doi: 10.4135/9781473939806
– ident: ref17
  doi: 10.58729/2167-3454.1069
– ident: ref49
  doi: 10.1007/s11145-016-9645-9
– ident: ref41
  doi: 10.1080/02602930600679100
– ident: ref71
– ident: ref65
  doi: 10.2139/ssrn.2906945
– ident: ref12
– ident: ref39
– ident: ref7
– ident: ref68
– ident: ref45
– ident: ref25
– ident: ref28
  doi: 10.1080/03055698.2018.1509773
– ident: ref55
  doi: 10.1006/ceps.1994.1033
– ident: ref34
  doi: 10.1080/03057260408560203
– ident: ref47
  doi: 10.7551/mitpress/3072.001.0001
– ident: ref1
  doi: 10.29333/ejmste/115165
– ident: ref19
– ident: ref33
  doi: 10.1111/ssm.12067
– ident: ref70
  doi: 10.1080/09500690500336973
– ident: ref24
  doi: 10.1037/0003-066x.34.10.906
– ident: ref51
  doi: 10.1021/ed077p915
– ident: ref31
  doi: 10.1080/10459880903217770
– ident: ref15
  doi: 10.1038/vital318-2a
– ident: ref48
  doi: 10.1515/ijsl-2015-0004
– ident: ref8
  doi: 10.20308/ejpe.96231
– ident: ref50
  doi: 10.19030/cier.v3i10.237
– ident: ref67
– ident: ref30
  doi: 10.1088/1742-6596/1521/3/032074
– ident: ref37
  doi: 10.31390/gradschool_disstheses.5089
– ident: ref46
– ident: ref27
  doi: 10.4324/9781003205333
– ident: ref42
– ident: ref52
  doi: 10.15294/eej.v11i1.44439
– ident: ref22
  doi: 10.33087/aksara.v1i1.10
– ident: ref54
  doi: 10.1007/s11165-005-3917-8
– ident: ref57
  doi: 10.1006/ceps.2001.1091
– ident: ref59
  doi: 10.13189/ujer.2020.080616
– ident: ref18
– ident: ref26
  doi: 10.1598/rt.59.8.3
– ident: ref23
  doi: 10.5204/jld.v8i2.238
– ident: ref10
– ident: ref35
– ident: ref69
  doi: 10.1002/j.2333-8504.2001.tb01861.x
– ident: ref14
– volume: 116
  start-page: 4015
  year: 2014
  end-page: 4024
  article-title: An analysis of research on metacognitive teaching strategies
  publication-title: Procedia - Social and Behavioral Sciences
– volume: 2015
  start-page: 47
  issue: 234
  year: 2015
  end-page: 76
  article-title: Failure to launch: Matching language policy with literacy accomplishment in South African schools
  publication-title: International Journal of the Sociology of Language
– start-page: i
  issue: 2
  year: 2001
  end-page: 37
  article-title: Teacher classroom practices and student performance: How schools can make a difference
  publication-title: ETS Research Report Series
– volume: 113
  start-page: 343
  issue: 5
  year: 2020
  end-page: 363
  article-title: Impact of the KWL reading strategy on mathematical problem-solving achievement of primary school 4th graders
  publication-title: The Journal of Educational Research
– volume: 27
  start-page: 223
  issue: 2
  year: 2007
  end-page: 241
  article-title: Do mathematics learning facilitators implement metacognitive strategies?
  publication-title: South African Journal of Education
– year: 2019
  publication-title: Concepts, strategies and models to enhance physics teaching and learning
– volume: 34
  start-page: 906
  issue: 10
  year: 1979
  end-page: 911
  article-title: Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry
  publication-title: American Psychologist
– volume: 30
  start-page: 1
  issue: 2
  year: 2012
  end-page: 21
  article-title: Teaching and learning family and consumer sciences through K-W-L charts
  publication-title: Family and Consumer Sciences Education
– volume: 8
  start-page: 2326
  issue: 6
  year: 2020
  end-page: 2334
  article-title: Teachers' attitudes towards lesson study as a viable strategy to improve the teaching and learning of mathematics
  publication-title: Universal Journal of Educational Research
– volume: 53
  start-page: 400
  issue: 5
  year: 2000
  end-page: 408
  article-title: It takes two: Teaching with twin text of fact and fiction
  publication-title: The Reading Teacher
– year: 2000
  publication-title: Learning to think, learning to learn: What the science of thinking and learning has to offer adult education
– year: 2019
  publication-title: PISA 2018 results (Volume I): What students know and can do
– volume: 5
  start-page: 379
  issue: 1
  year: 2019
  end-page: 393
  article-title: Graphic Organizer: A learning tool in teaching Physical Science
  publication-title: PEOPLE: International Journal of Social Sciences
– volume: 54
  start-page: 99
  issue: 2
  year: 2009
  end-page: 103
  article-title: Metacognition needed: Teaching middle and high school students to develop strategic learning skills
  publication-title: Preventing School Failure: Alternative Education for Children and Youth
– year: 2012
  publication-title: Leading with cultural intelligence
– volume: 2
  start-page: 77
  issue: 2
  year: 2016
  end-page: 105
  article-title: Teaching cognitive and metacognitive SRL strategies in the science class: An experimental design to determine effect on academic achievement
  publication-title: International Journal of Educational Excellence
– volume: 38
  start-page: 57
  issue: 1
  year: 2009
  end-page: 61
  article-title: Creating contexts for inquiry: From KWL to PRC2
  publication-title: Knowledge Quest
– year: 2000
  publication-title: Teaching reading in mathematics: A supplement to teaching reading in the content areas teacher's manual
– volume: 6
  start-page: 33
  issue: 2
  year: 2016
  end-page: 41
  article-title: The effectiveness of Know-Want-Learned and collaborative strategic reading strategies to teach reading comprehension to students with positive and negative attitudes
  publication-title: English Education Journal
– volume: 4
  start-page: 162
  year: 2016
  end-page: 164
  article-title: The examples of physics concepts formation by the use of KWL strategy
  publication-title: The Eurasia Proceedings of Educational and Social Sciences
– year: 2008
  publication-title: Reading comprehension: Strategies for independent learners
– volume: 1
  start-page: 39
  issue: 1
  year: 2016
  end-page: 49
  article-title: Effects of the Know-Want-Learn strategy on primary school students' metacognition and physics achievement
  publication-title: Journal of Subject Didactics
– volume: 16
  start-page: 946
  issue: 6
  year: 2017
  end-page: 957
  article-title: The effect of the modified Know-Want-Learn strategy on sixth-grade students' achievement in physics
  publication-title: Journal of Baltic Science Education
– volume: 1
  start-page: 85
  issue: 1
  year: 2006
  end-page: 97
  article-title: The effects of IMPROVE on mathematical knowledge, mathematical reasoning and meta-cognition
  publication-title: Metacognition and Learning
– volume: 8
  start-page: 1
  issue: 2
  year: 2015
  end-page: 10
  article-title: Teaching independent learning skills in the first year: A positive psychology strategy for promoting law student well-being
  publication-title: Journal of Learning Design
– volume: 36
  start-page: 111
  issue: 1-2
  year: 2006
  end-page: 139
  article-title: Promoting self-regulation in science education: Metacognition as part of a broader perspective on learning
  publication-title: Research in Science Education
– volume: 1
  issue: 1
  year: 2012
  article-title: Perbandingan pengaruh strategi metacognitive self-monitoring terhadap kemampuan membaca siswa berdasarkan tipe-tipe teks
  publication-title: Jurnal Pendidikan dan Pembelajaran Bahasa Indonesia
– volume: 43
  start-page: 268
  issue: 4
  year: 2004
  end-page: 273
  article-title: Metacognition: A bridge between cognitive psychology and educational practice
  publication-title: Theory Into Practice
– year: 1989
  publication-title: Foundations of cognitive science
– year: 1998
  publication-title: Metacognition in educational theory and practice
– year: 2003
  publication-title: SPSS for Windows step by step: A simple guide and reference. 11.0 update
– volume: 77
  start-page: 915
  issue: 7
  year: 2000
  end-page: 920
  article-title: The role of metacognition in learning chemistry
  publication-title: Journal of Chemical Education
– year: 1993
  publication-title: Effects of two comprehension monitoring strategies on the metacognitive awareness and reading achievement of third and fifth grade students
– volume: 51
  start-page: 618
  issue: 7
  year: 1998
  end-page: 620
  article-title: K-W-W-L: Questioning the known
  publication-title: The Reading Teacher
– volume: 4
  start-page: 93
  issue: 18
  year: 2013
  end-page: 106
  article-title: The effect of project based learning model with KWL worksheet on student creative thinking process in physics problems
  publication-title: Journal of Economics and Sustainable Development
– volume: 39
  start-page: 564
  issue: 6
  year: 1986
  end-page: 570
  article-title: K-W-L: A teaching model that develops active reading of expository text
  publication-title: The Reading Teacher
– volume: 5
  start-page: 705
  issue: 13
  year: 2007
  end-page: 730
  article-title: Evaluating and improving the mathematics teaching-learning process through metacognition
  publication-title: Electronic Journal of Research in Educational Psychology
– year: 1994
  publication-title: Reading process and practice: From socio-psycholinguistics to whole language
– volume: 7
  start-page: 14
  issue: 1
  year: 2017
  end-page: 20
  article-title: Metacognitive teaching strategies on secondary school students academic performance
  publication-title: International Journal of Computational Engineering Research
– year: 1994
  publication-title: The effect of the K-W-L reading strategy of fifth graders' reading comprehension and reading attitude
– volume: 1521
  start-page: 032074
  year: 2020
  article-title: Enhancement of reasoning skills of 7th grade students using Malcolm's modeling based on KWL thinking strategy
  publication-title: Journal of Physics: Conference Series
– year: 2010
  publication-title: High school students' perceptions of physics
– volume: 27
  start-page: 51
  issue: 1
  year: 2002
  end-page: 79
  article-title: Measures of children's knowledge and regulation of cognition
  publication-title: Contemporary Educational Psychology
– volume: 42
  start-page: 181
  issue: 2
  year: 2012
  end-page: 199
  article-title: The relative effectiveness of Integrated Reading Study Strategy and Conceptual Physics Approach
  publication-title: Research in Science Education
– volume: 42
  start-page: 42
  issue: 1
  year: 2004
  end-page: 44
  article-title: Strategy makeover
  publication-title: Science and Children
– volume: 71
  start-page: 39
  year: 2018
  end-page: 57
  article-title: Are instructivist pedagogies more appropriate for learning the sciences in South African low-quintile schools than western literature suggests?
  publication-title: Journal of Education
– volume: 31
  start-page: 4 1 5
  issue: 4
  year: 2006
  end-page: 433
  article-title: Self-assessment in higher education: Experience in using a metacognitive approach in five case studies
  publication-title: Assessment & Evaluation in Higher Education
– volume: 59
  start-page: 754
  issue: 8
  year: 2006
  end-page: 762
  article-title: Learning the write way
  publication-title: The Reading Teacher
– volume: 7
  start-page: 1
  issue: 2
  year: 2018
  end-page: 22
  article-title: Effects of a graphic organizer intervention package on the mathematics word problem solving abilities of students with autism spectrum disorders
  publication-title: Journal of Special Education Apprenticeship
– volume: 19
  start-page: 460
  issue: 4
  year: 1994
  end-page: 475
  article-title: Assessing metacognitive awareness
  publication-title: Contemporary Educational Psychology
– year: 2016
  publication-title: Identifying binding constraints in education: Synthesis report for the Programme to Support Pro-poor Policy Development (PSPPD)
– volume: 40
  start-page: 49
  issue: 1
  year: 2004
  end-page: 104
  article-title: Finding direction when the ground is moving: Science education research in South Africa
  publication-title: Studies in Science Education
– volume: 6
  start-page: 18
  issue: 2
  year: 2015
  end-page: 30
  article-title: Students' metacognitive awareness and physics learning efficiency and correlation between them
  publication-title: European Journal of Physics Education
– volume: 9
  start-page: 61
  issue: 3
  year: 2014
  end-page: 72
  article-title: Surfacing students' prior knowledge in middle school science classrooms: Exception or the rule?
  publication-title: Middle Grades Research Journal
– volume: 39
  start-page: 12
  issue: 2
  year: 2019
  article-title: Developing metacognition among young learners by using stories
  publication-title: South African Journal of Education
– volume: 29
  start-page: 1449
  issue: 7
  year: 2016
  end-page: 1471
  article-title: Exploring relationships between oral reading fluency and reading comprehension amongst English second language readers in South Africa
  publication-title: Reading and Writing
– volume: 5
  start-page: 92
  issue: 1
  year: 2014
  end-page: 98
  article-title: Effectiveness of KWL Metacognitive Strategy on achievement in Social Science and metacognitive ability in relation to cognitive styles
  publication-title: International Journal of Educational Research and Technology
– volume: 28
  start-page: 291
  issue: 2-3
  year: 2006
  end-page: 314
  article-title: Current realities and future possibilities: Language and science literacy-empowering research and informing instruction
  publication-title: International Journal of Science Education
– volume: 49
  start-page: 1677
  issue: 6
  year: 2019
  end-page: 1706
  article-title: Characterising extrinsic challenges linked to the design and implementation of inquiry-based practical work
  publication-title: Research in Science Education
– volume: 16
  start-page: em1833
  issue: 4
  year: 2020
  article-title: The effects of the use of the know-want-learn strategy (KWL) on fourth grade students' achievement in science at primary stage and their attitudes towards it
  publication-title: EURASIA Journal of Mathematics, Science and Technology Education
– volume: 8
  start-page: 193
  issue: 2
  year: 2013
  end-page: 212
  article-title: Effects of the Know-Want-Learn strategy on students' mathematics achievement, anxiety and metacognitive skills
  publication-title: Metacognition and Learning
– year: 2001
  publication-title: Constructivist strategies: Meeting standards and engaging adolescent minds
– volume: 7
  start-page: 351
  issue: 4
  year: 1995
  end-page: 371
  article-title: Metacognitive theories
  publication-title: Educational Psychology Review
– year: 2012
  publication-title: Employing metacognitive procedures in natural science teaching
– volume: 88
  start-page: 683
  issue: 5
  year: 2004
  end-page: 706
  article-title: Physics: Frightful, but fun. Pupils' and teachers' views of physics and physics teaching
  publication-title: Science Education
– volume: 1
  start-page: 68
  issue: 2
  year: 2009
  end-page: 83
  article-title: The effect of metacognitive strategy training on mathematical problem solving achievement
  publication-title: International Electronic Journal of Elementary Education
– year: 2005
  publication-title: Teaching social studies in middle and secondary schools
– volume: 16
  start-page: 4
  issue: 6
  year: 2019
  end-page: 21
  article-title: Pedagogy of learning and teaching: A phenomenographic perspective from selected classrooms in rural South Africa
  publication-title: Africa Education Review
– volume: 45
  start-page: 520
  issue: 6
  year: 2002
  end-page: 529
  article-title: School mathematics reform, constructivism, and a literacy: A case for literacy instruction in the reform-oriented math classroom
  publication-title: Journal of Adolescent & Adult Literacy
– volume: 114
  start-page: 154
  issue: 4
  year: 2014
  end-page: 165
  article-title: Preparation for practice: Elementary preservice teachers learning and using scientific classroom discourse community instructional strategies
  publication-title: School Science and Mathematics
– year: 2000
  publication-title: Issues in the measurement of metacognition
– volume: 45
  start-page: 497
  issue: 4
  year: 2019
  end-page: 519
  article-title: Pupil involvement in planning topics using KWL grids: Opinions of teachers, student teachers and pupils
  publication-title: Educational Studies
– volume: 3
  start-page: 39
  issue: 10
  year: 2010
  end-page: 44
  article-title: Impact of metacognitive awareness on performance of students in chemistry
  publication-title: Contemporary Issues in Education Research
– volume: 57
  start-page: 58
  issue: 6
  year: 2020
  end-page: 63
  article-title: An expanded observe-wonder-learn: Moving observe-wonder-learn from assessing prior knowledge into a unit-planning tool
  publication-title: Science and Children
SSID ssj0027140
Score 2.238734
Snippet To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching...
SourceID doaj
scielo
eric
crossref
SourceType Open Website
Open Access Repository
Index Database
StartPage 1
SubjectTerms Conventional Instruction
Education & Educational Research
Education, Scientific Disciplines
elementary school
Elementary School Students
Elementary School Teachers
Foreign Countries
Grade 6
Instructional Effectiveness
Metacognition
modified kwl strategy
Physics
Prior Learning
Recall (Psychology)
Science Instruction
Student Interests
students’ metacognition
Teaching Methods
teaching physics
Thinking Skills
SummonAdditionalLinks – databaseName: DOAJ Directory of Open Access Journals
  dbid: DOA
  link: http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV09T8MwELUQYmBBfFWUL3lAQgwGx3GTegQEqjqwQEU3y45tRAUJIgWJjb_B3-OXcBenpRsLqxNZ1p2d9y6-e0fIUd8InjknGZymwCRgJLOGS1ak1nLpnc1do_Z5kw1GcjjujRdafWFOWJQHjoY7CwFAURmVSVUAmffGJkp5lwGU9fq5aZRAAfNmwdQs1IqlkAjoECxz3l5Qopj7WW0m_vRdilLCOlGsfwGQGt3-eerzCqLQ0yLgXK-TtZYp0vO4wg2y5MtNbLLcJmRskQm4mMYqR1oFihnsDxT4HH2u3GMAakmxpzW7B9uxRkaV1lGK9oM-ljT-0qjptE2npBU-b4Qu6-_PL_rsp6bNLarKbTK6vrq7HLC2dQIr8KqUSZkHL6z3EsKrIHIPxMBIZVKv-j0jues75ZLcceGTwgcgMajTAkhleGJgKO2Q5bIq_Q6hxotMCIvCgED_jLVZcDIrXG65cip1XXIys59-iQoZGiMLtLVGW-tfW3fJBRp4_h5qWzcD4HHdelz_5fEu6aB75pNcDZMUeJCA2Y-jw3R7Dmt9iztA4w4QWFLcfLKAAO3-xzr2yCpOGgsT98ny9PXNHwBDmdrDZjP-AK2p4AU
  priority: 102
  providerName: Directory of Open Access Journals
Title The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition
URI http://eric.ed.gov/ERICWebPortal/detail?accno=EJ1374326
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S0256-01002022000400015&lng=en&tlng=en
https://doaj.org/article/ff0669a9649c495eab199ed6081587a4
Volume 42
hasFullText 1
inHoldings 1
isFullTextHit
isPrint
link http://utb.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwjV1NaxsxEBWpSUkuJR8NddoYHQohB7Varay1jm2JcQzppTH1TUgrKU0IuyVOCv33mdHK6_YQyFUrhmVG2nmzevNEyMeJFVx5Lxnspsgk5EjmLJesLp3jMnhX-aT2-V3NFnK-HC83vy5eyqicFyWkPqFeYQujXlc96zqr64PEbA6VMuf5dBKV3D-v7G349EeKRsJLarVDdnpb_2WmJODfc6C3MR3d_Zt5pnvkTYaM9EsX432yFZoDvG05MzMOyOtE46xXh-QXRJ1epMZH2kaa-AAUIB69bP1NBLRJ8Zpr9hPcyZKyKs3qtH_pTUOzGXqVGZa0xedJ-3J1Si_BNZls1DZvyWJ6fvVtxvJdCqzGs1MmZRWDcCFIqLeiqAIgBSu1LYOejK3kfuK1LyrPRSjqEAHVoHALpC7LCwtD5REZNG0T3hFqg1BCOFQKBDxonVPRS1X7ynHtdemH5GztR_O7k8wwWGqg_w3632z8PyRf0dH9PBS7TgPt_bXJe8fECLhIW62krqGeC9YVWgevAM2MJ5WVQ3KEYeqN9BEdktMucCZvzJX5gavC4KoQ2GOcvmGAiI6fM_Ge7OLErvvwAxk83D-GE4AhD26UyvdRWnpPD1PUrg
linkProvider ERIC Clearinghouse on Information & Technology
openUrl ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=The+Impact+of+Using+the+Modified+Know-Want-Learn+Strategy+in+Physics+Teaching+on+Students%27+Metacognition&rft.jtitle=South+African+journal+of+education&rft.au=Bogdanovic%2C+Ivana+Z&rft.au=Stanisavljevic%2C+Jelena+D&rft.au=Rodic%2C+Du%C5%A1ica+D&rft.au=Roncevic%2C+Tamara+N&rft.date=2022-11-01&rft.pub=Education+Association+of+South+Africa&rft.issn=0256-0100&rft.volume=42&rft.issue=4&rft_id=info:doi/10.15700%2Fsaje.v42n4a2096&rft.externalDocID=EJ1374326
thumbnail_l http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=0256-0100&client=summon
thumbnail_m http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=0256-0100&client=summon
thumbnail_s http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=0256-0100&client=summon