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A Research on Metacognition in Observational/Experimental Activities in Science and the Factor Structure

This study aims to identify the nature of elementary school children’s metacognition in observational and experimental activities in science lessons and to clarify the structure of the factors that influence the metacognition of both elementary and junior high school students. To achieve this, a 14-item questionnaire was administered to 327 fifth and sixth graders. Analysis of the results revealed the following: (1) Elementary schoolchildren use metacognition in observational/experimental activities, but only to an extent. (2) While their own metacognition is well used by schoolchildren during observational/experimental activities, metacognition resulting from interaction with others is well used before such activities; however, after observational/experimental activities, there is insufficient use of metacognition of either type. (3) The use of metacognition by elementary and junior high school students is strongly influenced by the metacognition resulting from interactions with their teachers. In addition, the influence of metacogni tion resulting from children’s interactions with peers is stronger for elementary schoolchildren than for junior high school students.