Metacognitive Ability Of The Chemical Sample Learning

At present,learning from the worked example becomes one of the focus of the teaching research in science education.Worked example is becoming an important way of learning independently.It changes ways of the studendts' learning,from passive to active.Directed by the learners,we tried to explore the influence of meta-cognitive ability to the worked example.Based on previous studies,we designed the test survey based on high school students' meta-cognitive ability in chemistry studies and some supplementary test about Meta-cognition in chemistry worked example,with the worked example materials and chemical items,to explore the influence of the meta-cognitive ability with different sorts of the worked examples.The results showed: worked example can reduce the cognitive load,and promote the transfer ability,especially for further transfer ability.Most of the students are in favor of it.The meta-cognitive ability play a significant role in the worked example for three types of meta-cognitive ability students. The low meta-cognitive ability students can benefit most from worked examples.Each element of Meta-cognition have a greater impact on the learners' learning,High group of each element of meta-cognition outperformed the low group.Influence of the action of awareness in the research should be taken into consideration.We should buildup the sense of the action of awareness in meta-cognitive ability.The results also showed:for research into the learners' learning effects of the meta-cognitive ability with different sorts of the worked examples,the high meta-cognitive ability students and medium meta-cognitive ability students are suitable for the fading worked-out steps.And the low meta-cognitive ability students are more suitable for the "example-problem pairs".The fading worked-out steps is accepted easily by the high meta-cognitive ability students,and the "example-problem pairs" is accepted easily by the low meta-cognitive ability students.The multivariate analysis of the worked example showed:the main effects of the meta-cognitive level have a significant difference.The main effects of the example types have a significant difference.There was a significant interaction effect between the example types and meta-conitive level.Finally,according to the research conclusion,we provided some teaching suggestions aimed at the actual study.