Metacognition Education and Moral Reasoning: a Case Report of High School Girls in Iran

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• 作者：Ebrahimi Ghavam ; ^{qavam2005@yahoo.com} ; Soghra
• 关键词：metacognitive knowledge ; ethical behavior ; metacognition education
• 刊名：Procedia - Social and Behavioral Sciences
• 出版年：2011
• 出版时间：2011
• 年：2011
• 卷：29
• 期：Complete
• 页码：1816-1823
• 全文大小：365 K

文摘

The majority of metacognition education studies in Iran are focused on academic achievement (Ebrahimi ghavam1998). As result the effects of this education on the promotion of moral reasoning and ethical behavior is not fully understood. Regarding the finding of Swanson and hill (1993) stemming on this hint that the people who have learned more strategies in various features, including moral activities and have saved these matters in their long term memory, are more probable of using knowledge in their own moral reasoning functions. The present study is to investigate the relationship between these two variables.

Aims

Determining the effects of metacognitive education, moral reasoning and behavior in first grade high school girls.

Methodology: The design of study is based on a two group experimental study with pre-test and post-test The sample population was consisted of 32 first grade randomly selected high school girls .Which of them consisted the case group and the other 16 students were in control group. The mean age was 15 year ¡À 4 months. The survey tools were 3sets of questionnaires of metaconitive knowledge (Swanson and Hill1993), ethical behavior rating scale and moral reasoning .The intervention plan consisted of 8 ninety minutes sessions. The data analyses methods was student's t analysis.

Results

Metacognition education in both moral reasoning and metacognitive knowledge (person- task ?strategy) showed a significant difference between two groups .But in the case of ethical behavior, although a significant difference was not obtained between two groups, a significant difference between pre-test and post-test was observed in the experiment group.

Conclusions

metacognition education was found to be effective in development of metaconitive knowledge and its related variables(person-task-strategy) and also reasoning. In order to obtain better results, it is suggested that a longer period of educational sessions be used and also the contents of the educational materials should be revised so that more reliable outcomes would be achieved.