Metacognitive Knowledge and Field-based Science Learning in an Outdoor Environmental Education Program

Abstract

We examined the relationship between metacognitive knowledge and learning in a field-based environmental education program. Students (N = 134) in 4th and 5th grades completed the 12-item Jr. MAI (Sperling et al. Contemp Educ Psychol 27:51–79, 2002) prior to a half-day science field trip on a floating classroom at Lake Mead National Recreation Area. The Jr. MAI assessed students’ knowledge and regulation of cognition. Students also completed pre- and posttest attitude and knowledge scales. Significant gains occurred for attitudes and knowledge at each grade. Metacognitive knowledge was correlated with attitudes and posttest knowledge scores; whereas regulation of cognition scores was uncorrelated with these measures at the 4th grade. These findings supported two conclusions. One is that metacognitive knowledge is correlated with students’ pre- and posttest attitudes and learning in a field-based science program. The second is that the knowledge of cognition and regulation of cognition were correlated significantly. These findings are discussed with respect to using the Jr. MAI as a predictor of field-based learning and the role of metacognitive knowledge in facilitating student science learning. The notion of metacognition applied in this study is reflected in the Jr. MAI instrument that assesses students’ knowledge and regulation of cognition. Knowledge of cognition refers to what we know about our cognition and usually includes three subcomponents: declarative knowledge (i.e., knowledge about oneself as a learner and what factors influence one’s performance), procedural knowledge, and conditional knowledge. Regulation of cognition includes at least three components, planning, monitoring, and evaluation.