Authors : Urvashi Sharma

Volume/Issue : Volume 9 - 2024, Issue 10 - October

Google Scholar : https://tinyurl.com/4psp63m7

Scribd : https://tinyurl.com/c22zsb6j

DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT493

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the complex interplay between meta cognition and misconceptions within the educational context, focusing on implications for effective teaching and learning strategies. Aligning with India's National Education Policy (NEP) 2020, which advocates for a transition from rote memorization to in- depth understanding, this research explores the concurrent presence of misconceptions and meta cognition in elementary science education. Meta cognition, the process of reflecting on one's cognitive processes, and misconceptions, or predefined notions that impede authentic learning, are analyzed through influential frameworks, including those developed by Flavell and Nelson and Narens. The MASRL model by Efklides is also incorporated to understand the interplay of meta cognitive knowledge, control strategies, experiences, task characteristics, and learning outcomes. The study highlights the impact of misconceptions as cognitive barriers and their influence on meta cognition, emphasizing the need for effective educational strategies. The literature review explores existing research on meta cognition and misconceptions, showcasing how meta cognition acts as a cognitive mirror, enabling learners to navigate and rectify misconceptions. This research has significant educational implications, highlighting the importance of cultivating self-directed learning, critical thinking, and evidence- based study strategies to enhance academic outcomes. The study concludes by emphasizing the dynamic interplay between meta cognition and misconceptions, offering insights for educators and researchers to design interventions fostering accurate conceptual understanding in learners.

Keywords : Meta Cognition, Misconceptions, National Education Policy (NEP) 2020, Cognitive Barriers.

References :

1. Cambridge Assessment International Education. (2019). Meta cognition. In Cambridge International AS & A Level Psychology (9990). https://www.cambridge.org/cambridgeinternational/as-and-a-level-psychology-9990/subject-content/learning-outcomes-and-meta-cognition/meta-cognition
2. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. https://doi.org/10.1037/0003-066X.34.10.906
3. [Efklides (2019) Gifted students and self-regulated learning: The MASRL model and its implications for SRL, Routledge: Taylor and Francis group, 30:1-2, 79-102, DOI: 10.1080/13598139.2018.1556069
4. Gupta, R., Singh, A., & Jindal-Snape, D. (2021). Reflection and reflexivity: Tools for transformative teacher education. Educational Research for Policy and Practice, 20(1), 33–47. https://doi.org/10.1007/s10671-020-09291-7
5. Makonye, J. P. (2012). Misconceptions in learning: The findings of a study carried out among first-year chemistry students at the University of Botswana. Chemistry Education Research and Practice, 13(4), 405–416. https://doi.org/10.1039/c2rp00006c
6. Mason, L., & Boscolo, P. (2004). Role of beliefs about self‐efficacy and beliefs about the nature of knowledge in cognitive and metacognitive regulation processes. Applied Cognitive Psychology, 18(5), 585–602. https://doi.org/10.1002/acp.1002
7. Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125–173). Academic Press. https://doi.org/10.1016/S0079-7421(08)60053-5
8. Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. https://doi.org/10.1002/sce.3730660207
9. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19(4), 460–475. https://doi.org/10.1006/ceps.1994.1033
10. Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1(1), 3–14. https://doi.org/10.1007/s11409-006-6893-0
11. Vosniadou, S. (2008). International handbook of research on conceptual change (Educational psychology handbook series). Routledge.
12. Wang, T.-L., & Bodner, G. M. (2007). The role of problem solving in conceptual change. In S. Vosniadou, A. Baltas, & X. Vamvakoussi (Eds.), Reframing the conceptual change approach in learning and instruction (pp. 77–94). Elsevier.