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'Triangulation': An Expression for Stimulating Metacognitive Reflection Regarding the Use of 'Triplet' Representations for Chemistry Learning

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Title: 'Triangulation': An Expression for Stimulating Metacognitive Reflection Regarding the Use of 'Triplet' Representations for Chemistry Learning
Language: English
Authors: Thomas, Gregory P. (ORCID 0000-0003-1498-2159)
Source: Chemistry Education Research and Practice. Oct 2017 18(4):533-548.
Availability: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Peer Reviewed: Y
Page Count: 16
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Science Instruction, Chemistry, Metacognition, Language Usage, Secondary School Science, Foreign Countries, Interviews, Pretests Posttests, Student Attitudes, Teaching Methods, Cognitive Processes, Mixed Methods Research
Geographic Terms: Canada
DOI: 10.1039/C6RP00227G
ISSN: 1756-1108
Abstract: Concerns persist regarding high school students' chemistry learning. Learning chemistry is challenging because of chemistry's innate complexity and the need for students to construct associations between different, yet related representations of matter and its changes. Students should be taught to reason about and consider chemical phenomena using "triplet" representations. A meta-language to discuss chemistry learning with students regarding these representations and their use is therefore necessary. This paper reports on a classroom intervention in which the teacher used the term "triangulation" as an expression to stimulate metacognitive reflection in students to consider the importance and use of these representations for their learning of chemistry. Students understood and could elaborate the meaning of triangulation. However, their views of the importance and reported use of cognitive processes associated with it varied across individuals. Despite the variation, this study highlights the potential of developing students' metacognition by explicitly engaging them in considering means of representing the chemistry subject material they are being asked to learn, and how they might learn it using strategies and activities that are aligned with the nature of that material.
Abstractor: As Provided
Number of References: 66
Entry Date: 2017
Accession Number: EJ1156342
Database: ERIC
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  Data: Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
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  Data: Concerns persist regarding high school students' chemistry learning. Learning chemistry is challenging because of chemistry's innate complexity and the need for students to construct associations between different, yet related representations of matter and its changes. Students should be taught to reason about and consider chemical phenomena using "triplet" representations. A meta-language to discuss chemistry learning with students regarding these representations and their use is therefore necessary. This paper reports on a classroom intervention in which the teacher used the term "triangulation" as an expression to stimulate metacognitive reflection in students to consider the importance and use of these representations for their learning of chemistry. Students understood and could elaborate the meaning of triangulation. However, their views of the importance and reported use of cognitive processes associated with it varied across individuals. Despite the variation, this study highlights the potential of developing students' metacognition by explicitly engaging them in considering means of representing the chemistry subject material they are being asked to learn, and how they might learn it using strategies and activities that are aligned with the nature of that material.
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