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Asia-Pacific Forum
on Science Learning and Teaching, Volume 14, Issue 2, Article 9 (Dec., 2013) |
The use of metacognitive knowledge patterns to compose physics higher order thinking problems
Helmi ABDULLAH1, Jasruddin D. MALAGO2, Patta BUNDU3, and Syamsul Bachri THALIB4
1Ph.D student, State University of Makassar, INDONESIA
2Department of Physics, State University of Makassar, INDONESIA
3Department of Elementary Teacher Education, State University of Makassar, INDONESIA
4Department of Educational Psychology, State University of Makassar, INDONESIAE-mail: drshelmimsi@gmail.com
Received 13 Sept., 2013
Revised 21 Dec., 2013
The main aspect in physics learning is the use of equation in problem solving. Equation is a mathematical form of theoretical statements, principles, and laws in physics, and describes a relationship between one concept to another by using a specific symbol. In a context of knowledge dimension, equation is a procedural knowledge. Students are required to master a lot of equations in order to solve physics problems and assist them in developing their higher order thinking skills. In reality, there are many physics teachers who are unable to produce higher order thinking problems for students’ exercises. The reason is due to the lack of technical guidance on how to create physics higher order thinking problems. This study investigated a simple technical guidance to produce physics problems which suitable for helping students in enhancing their higher order thinking skills. The guidance is called metacognitive knowledge pattern. This study has successfully developed three knowledge patterns which can be used to compose physics higher order thinking problems namely triangular, rectangular, and hexagonal patterns.
Keywords: metacognitive knowledge, higher order thinking, metacognitive knowledge pattern
