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Metacognitive Strategies for Developing Complex Geographical Causal Structures-An Interventional Study in the
Johannes Heuzeroth1, Alexandra Budke1
1Institute for Geography Education, University of Cologne, Gronewaldstraße 2, 50931 Cologne, Germany.
Summary
Metacognitive strategies significantly enhance students' ability to construct complex geographical causal structures. This improves their understanding of human-environment systems and systemic thinking in geography education.
Area of Science:
- Educational Psychology
- Geography Education
Background:
- Metacognition plays a crucial role in cognitive development and learning.
- Understanding geographical causal structures is key to comprehending human-environment systems.
Purpose of the Study:
- To investigate the impact of specific metacognitive strategies on students' development of geographical causal structures.
- To assess the effectiveness of metacognitive interventions in fostering systemic thinking in geography.
Main Methods:
- Development of three distinct metacognitive strategies: action plan (A), circular thinking (C), and reflection (R).
- Quasi-experimental pre-posttest design to statistically evaluate the strategies' effectiveness.
- Analysis of students' creation of complex geographical causal structures.
Main Results:
- Metacognitive strategies significantly influenced the creation of detailed and interconnected geographical causal structures.
- Students demonstrated improved contentual and linguistic coherence in representing human-environment system properties.
- The strategies fostered a higher degree of interconnectedness within the students' causal models.
Conclusions:
- Metacognitive strategies are effective tools for enhancing students' systemic thinking competences in geography.
- The findings have implications for curriculum planning and pedagogical approaches in geography education.
- Applied metacognition can lead to a deeper understanding of complex human-environment interactions.
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