ارزيابي برنامه ي درسي علوم دوره ي راهنمايي از منظر آموزش هاي فراشناختي

Examination Of Science Curriculum In Middle Schools From The Metacognitive Perspective

The purpose of this study was examination of Science course in middle schools in terms of emphasis placed on metacognitive knowledge. A sample of 551 from middle school students in Shiraz was selected using clustered random sampling. Documents examined were all textbooks, teaching guides, and academic objectives of the course. Data were collected using a questionnaire along with content analysis. Results indicated that the mean of metacognitive knowledge (M=3.82) was higher than that of metacognitive control (M=3.74). A Chi-square analysis showed significant difference between metacognitive and non-metacognitive factors in the text