Metacognitive strategies for developing complex geographical causal structures An interventional study in the geography classroom

This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneous...

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Vydáno v:	European journal of investigation in health, psychology and education Ročník 11; číslo 2 special issue; s. 382 - 404
Hlavní autoři:	Heuzeroth, Johannes, Budke, Alexandra
Médium:	Journal Article
Jazyk:	angličtina
Vydáno:	Basel MDPI AG 07.05.2021 MDPI
Témata:	Behavioral Objectives Causality Classrooms complex geographical causal structures Consumers Control Groups Didaktik Environment Evaluative Thinking Geographie Geographieunterricht Geography Hypotheses interventional study Interventionsstudie Kausalität Lehr-Lern-Forschung Lernziel Linguistics Lösungsstrategie Metacognition metacognitive strategies Metakognitive Fähigkeit Multiperspektivität Oral Language Problem solving Problemlösen Schüler Self Evaluation (Individuals) Students systemic thinking Systemisches Denken Teaching Methods Unterricht
ISSN:	2254-9625, 2174-8144, 2254-9625
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Shrnutí:	This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for dealing with the task (A); b. circular thinking (C), a loop-like, question-guided procedure applied during the problem-solving process that supports and controls content-related and linguistic cognition processes; c. reflexion (R), aiming at evaluating the effectivity and efficiency of applied problem-solving heuristics after the problem-solving process and developing strategies for dealing with future tasks. These strategies were statistically tested and assessed as to their effectiveness on the development of complex geographical causal structures via a quasi-experimental pre-posttest design. It can be shown that metacognitive strategies strongly affect students’ creation of causal structures, which depict a multitude of elements and relations at a high degree of interconnectedness, thus enabling a contentually and linguistically coherent representation of system-specific properties of the human-environment system. On the basis of the discussion of the results, it will be demonstrated that metacognitive strategies can provide a significant contribution to initiating systemic thinking-competences and what the implications might be on planning and teaching geography lessons. (Orig.).
Bibliografie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23
ISSN:	2254-9625 2174-8144 2254-9625
DOI:	10.3390/ejihpe11020029