Investigation the Effects of Metacognition Teaching Method on Science Learning of the Students of the Eghlid City

Abstract

The present study investigated the effect of metacognition teaching method on science learning of fourth grade students. The study method is descriptive survey (cross-sectional) and the research method is practical. The study population was the fourth grade students of Eghlid city that the students of cultural School have been selected cluster random for sampling and were divided into control and experimental groups. Teacher-made test was the measuring achievement in the study of the solar system in the fourth grade science lesson book and the results of the two groups were compared by the mean and standard deviation. According to the results, the progress of stu- dents in the experimental group was more than in the control group and metacognition teaching on student achievement in the desired lesson is more effective than traditional methods.