DESIGNING PHYSICS LESSONS BASED ON COGNITIVE AND METACOGNITIVE STRATEGIES
Keywords:
physics education, cognitive strategy, metacognitive approach, problem-based teaching, reflection, self-assessment, Bloom’s taxonomy, independent learning, thinking competence.Abstract
This article explores the theoretical and practical aspects of designing physics lessons based on cognitive and metacognitive strategies. Cognitive approaches aim to develop students’ skills in understanding, processing, and applying knowledge, while metacognitive strategies foster their ability to plan, monitor, and evaluate their own learning activities. The article analyzes a step-by-step methodology for organizing the lesson process, using examples such as reflection, problem-based instruction, K-W-L charts, and self-assessment tools. The findings indicate that these strategies play a significant role in shaping students’ abilities for deep thinking, independent learning, and cultivating a culture of learning from mistakes.
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