| Over a decade ago the Conceptual Change Model (CCM) was introduced as an explanation of the science learning process. Central to this model is the assertion that knowledge is constructed when students restructure or replace existing conceptions. The model predicts that conceptual change will not occur without corresponding changes in the status of new and existing conceptions. While the CCM is extensively cited in the literature, little work has been done on clarifying whether a teaching strategy which requires students to reveal and reflect upon the status of their conceptions significantly impacts the nature and process of science learning.;In response, this study explored the relationship between metacognitive teaching strategies, status, and conceptual change during a three month unit on ecology. Working collaboratively, the researcher and a seventh grade classroom teacher developed an ecology unit designed to facilitate conceptual change and reveal status-related interactions. Case studies of two classrooms were developed. Both classrooms received instruction based on the conceptual change model, but only one classroom's instructional format included a metacognitive element in which the student was encouraged to reveal and reflect upon the status of his or her conceptions--how they know what they know.;Three significant findings were revealed in the results. One, the quality of classroom discourse in the metacognitive class was altered. By developing in students the ability to explicitly consider and talk about the condition of their own conceptions, students began to understand the value of critically investigating ideas before incorporating them into their knowledge structures.;Two, while there was no statistically significant difference observed in the level of conceptual understanding across treatment groups, there was a significant difference observed on the scores of the delayed ecology post-assessment. While the students in the metacognitive class did not achieve higher levels of understanding of ecology, it is suggested that they more successfully accommodated the ideas of ecological processes into their long-term memory because of the formal metacognitive instruction.;The third significant finding was that the practice of introducing energy flow after food chains and foods webs should be reconsidered as it was found to hinder student understanding. |
