Scientific Thinking and Metacognition

Scientific Thinking and Metacognition

Introduction

Scientific thinking is the purposeful thinking about any scientific content, subject or problem whose objective is to enhance the thinker’s knowledge (Akerson, et al 2018). This means that scientific thinking is not something people have; it is something they do. Metacognition simply means what you know about your own thoughts and it includes the ability to think about your own thinking.

Scientific thinking relates to intelligence testing in that the latter is used to determine the intelligence quotient of a scientist by assessing their achievements in intellectual developments. On the other hand, the concept of metacognition is linked with learning theories and is equated with the construction of self-regulated learning in terms of problem solving and learning evaluations (Kaufman A.S 2018). The evidence shows that there is a close relationship between scientific thinking and metacognition which helps to achieve the school goals for both middle and late childhood education.

According to Harper (2018), the Tribrachic theory of intelligence classifies intelligence in to three; the analytic skills, the practical skill and the creativity. However, Sternberg asserted that these intelligence testes ignored the practical and creativity skills. The SOLs program is trying to deal with the problem arising from narrowing of instruction which is undermining the quality of education. This is because teachers have been forced in the past to teach children on the tests and changing curriculum so as to raise test scores. Those children with special needs are being targeted so as to save them from getting drill and test practice. SLOs is saving these children with special needs from the risk of being denied the chance to pursue higher education.

In conclusion, SOLs program is ignoring most differences in students like income levels and abilities and trying to ensure equality and equity in order to achieve the above.

References

Akerson, V. L., Carter, I., Rogers, M. P., & Pongsanon, K. (2018). A video-based

measure of preservice teachers’ abilities to predict elementary students’ scientific reasoning. International Journal of Education in Mathematics, Science and Technology, 6(1), 79-92.

Zepeda, C. D., Hlutkowsky, C. O., Partika, A. C., & Nokes-Malach, T. J. (2019). Identifying

teachers’ supports of metacognition through classroom talk and its relation to growth in conceptual learning. Journal of Educational Psychology, 111(3), 522.

Kaufman, A. S. (2018). Contemporary intellectual assessment: Theories, tests, and

            issues. Guilford Publications.

Harper, M. J. (2018). Equipping Culturally Competent Students: The Development of

Cultural Intelligence in the Classroom and Beyond.