FOSTERING STRATEGIC LEARNING THROUGH METACOGNITIVE INTERVENTION
Chang, A.S.C., National Institute of Education, Singapore
One of the desired outcomes of education in realizing the vision of Thinking Schools, Learning Nation is to develop young Singapore citizens into critical and creative thinkers and life-long-learners. A common observation of Asian Students by tutors and lecturers in western universities is that they favour rote learning. True rote learning does not promote critical and creative thinking and develop self-regulated learners. With the implementation of Interdisciplinary Project Work, it is imperative that teachers need to foster strategic learning in their students to encourage thinking, reflection and self-regulated learning. Students are expected to write reflective journals on their perceptions of cooperative work and personal gains from the group project work. References will be made to two research studies on metacognitive intervention in Mathematics and English at Secondary One level (Grade 7). Pre- and Post-tests were carried out to assess students' change in attitudes, use of metacognitive strategies and academic performance. Metacognitive strategies were taught explicitly to the academically weaker students over ten weeks. Preliminary findings of the interventions are promising.