METACOGNITION-ARGUMENTATION LEARNING: IMPACTS ON CONCEPTUAL BIOLOGY UNDERSTANDING AND ARGUMENTATION SKILLS

Abstract

Metacognition-argumentation learning is a rather understudied
area, especially in school education. The present study explores the impact
of a metacognition-argumentation learning intervention on school students’
biology understanding and argumentation abilities. This quasi-experimental
study utilized a pre-test post-test design with 131 participants (59 eighth and
72 eleventh graders). The intervention incorporated biology lessons rooted in
a metacognitive-argumentative environment, encouraging students to develop
scientific arguments and engage in structured critical discussions over eight
weeks. The research employed a unique instructional model, incorporating
argumentation sessions to foster peer learning and knowledge co-construction.
The study reveals significant gains in participants’ conceptual understanding
of biology, with the effect size between medium and large, across both grade
levels. These gains may be attributed to the intervention’s emphasis on analytical
thinking skills, peer learning, and metacognitive regulation. However, the impact
on argumentation skills was more nuanced, with eleventh graders demonstrating
substantial progress, whereas eighth graders’ gains were statistically insignificant.
The findings underscore the potential of metacognition-argumentation learning
mode in enhancing students’ understanding of complex scientific concepts, with
universal effectiveness in this regard across grades suggesting that this method
transcends age-related cognitive differences. The study contributes to our
understanding of how metacognitive processes, combined with argumentation,
can foster deeper learning. However, the intervention’s impact on argumentation
skills requires further refinement. Future research directions include conducting
randomized controlled trials, examining long-term effects, and exploring the
approach’s adaptability across various science domains and populations. The
study concludes with suggesting that educators implement the metacognitionargumentation model. This can be achieved through structured classroom
discussions and reflective practices, adapting to students’ developmental levels. The authors also emphasize the need for ongoing feedback within the proposed
approach.