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A Review and Discussion of Epistemological Commitments, Metacognition, and Critical Thinking with Suggestions on Their Enhancement in Internet-Assisted Chemistry Classrooms

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Chin-Chung Tsai

Center for Teacher Education, National Chiao Tung University, 1001 Ta Hsueh Rd., Hsinchu 300, Taiwan ROC

J. Chem. Educ., 2001, 78 (7), p 970

DOI: 10.1021/ed078p970

Publication Date (Web): July 1, 2001

Section:

History, Education, and Documentation

Abstract

Recently, educators have focused on students' internal control of learning. Epistemological commitments, metacognition, and critical thinking are relevant considerations when addressing this topic. This paper explores the relationships among these domains as a theoretical framework for enhancing chemistry education. The framework shows that these domains share many commonalities. For example, they all focus on learners' self-reflection and they all are rooted in the constructivist theory. This paper further proposes a role for Internet technology in helping students develop appropriate epistemological commitments, metacognitive skills, and critical thinking.

Keywords (Audience):

Elementary / Middle School Science

Keywords (Domain):

Chemical Education Research

Keywords (Pedagogy):

Computer-Based Learning

Keywords (Subject):

Learning Theories

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

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