ABSTRACT
This descriptive-qualitative study determined the metacognitive wrappers as reflection materials for modular approach in Science teaching. It was found that the different factors to be considered when drafting metacognitive wrappers are the cognitive level of learners, relevance to the topic, encouragement of engagement, time element, and evaluation and feedback. Science teachers’ validation of metacognitive wrappers in terms of activities includes clarity and structure, relevance, and engagement. Assessment includes the need for pre-assessment, activities during assessment, the need for post-assessment, and results analysis. Analysis includes the identification of strategies, effectiveness of those strategies, plans for improvement, and instructional teaching adjustments. The experts validated, in terms of activities, that include learning objectives alignment, target audience, specificity, and integration with the curriculum. Assessment includes reflective prompts; it must be simple and manageable, process-oriented reflection, and feedback mechanisms. Analysis includes metacognitive strategies, real-world application, differentiation, and evaluation and revision.
Keywords: Metacognitive Wrappers, Reflection Materials, Modular Approach, Science Teaching
INTRODUCTION
The emergence of the COVID-19 pandemic in early 2020 brought significant challenges to the global education sector, interrupting conventional teaching and learning methods. As schools adapted to remote and hybrid learning formats, both educators and students faced a range of difficulties. Students struggled with diminished direct interaction with teachers, restricted access to educational resources, and differing degrees of technological skills, which often worsened pre-existing educational inequalities.
As a teacher-researcher who observed the challenges faced by students during the pandemic, it became essential to investigate innovative strategies to enhance science education during these unpredictable times. The idea of metacognitive wrappers surfaced as a viable solution. These are additional learning resources that help students develop their metacognitive skills by encouraging them to reflect, set goals, monitor, and evaluate their learning strategies (Hacker, Dunlosky, & Graesser, 2009).
Moreover, the teacher-researcher's over seven years of experience highlights the necessity of addressing the diverse needs of learners and the learning difficulties that were intensified by the pandemic.
Metacognitive wrappers provide a systematic method for assisting students in independently managing intricate scientific material, thereby fostering self-directed learning and resilience during educational disruptions. This study aims to investigate and validate the effectiveness of metacognitive wrappers as a teaching tool in science education, especially in improving students' metacognitive awareness and academic performance in light of the challenges brought by the pandemic. By focusing on learner needs and applying metacognitive strategies specific to science learning environments, the research intends to offer valuable insights and practical recommendations for educators seeking to adapt and innovate within the changing educational landscape.
Originally introduced by Marsha Lovett in 2013, metacognitive wrappers present a promising strategy to enhance learning. They promote self-regulation and reflection, guiding students to establish goals, track their progress, and modify their approaches as needed. As recommended by Davis et al. (2020), incorporating metacognitive wrappers as reflection tools can equip students with the necessary support to overcome the difficulties of modular learning and encourage a deeper understanding of the material.
Incorporating metacognitive wrappers into the modular approach, as envisioned by this study, aligns with the research by McCabe (2024): “All ‘Wrapped’ Up in Reflection: Supporting Metacognitive Awareness to Promote Students’ Self-Regulated Learning.”
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