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Modelling and metacognition in a secondary classroom
- Elizabeth Mountstevens
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This case study was written by Elizabeth Mountstevens, a secondary science teacher. As you read this case study, consider how the teacher uses a variety of modelling approaches in her lessons and the reasons she uses each. Take some time to reflect on what the teacher does, how they do it, what they might do differently and how this might influence your own practice in your own subject. A Metacognitive Approach to Problem Solving in Secondary Science Metacognitive regulation is often described by a plan, monitor, evaluate cycle (Quigley et al. 2018). This is very similar to the mathematical approach to problem-solving described by Polya (1957), which involves 5 stages: getting acquainted, working for a better understanding, hunting for the helpful idea, carrying out the plan and looking back. It is possible to adapt this strategy to one which is more easily remembered, called the ‘5Ps of Problem Solving’. These are: Problem: Familiarising yourself with the problem P
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