Enhancing Metacognition through Weblog in Physics Classroom Thai Context

Abstract

This study examines the effects of using weblog technologies to create argumentative activities and enhance students express the metacognition on the situations’ discussion. The Toulmin's diagram of Arguments Pattern (TAP) was adopted to interpret the students’ metacognition in Thai rural physics classroom context. The participants were 33 Grade 10 students in the first semester of 2014 academic year, from a rural school in the Khon Kaen province of Northeast Thailand. The finding shows that rural students are very satisfactory to learn through the blog and the blog support them to post the comment for discussion. Their writing express metacognitive awareness, knowledge and control depend on each TAP’s coding schema. Consequently, this study provides effective weblog argumentative strategies for enhancing student’s metacognition in physics classroom Thai context.