A Socio-cultural Model that Promotes Metacognition and Creativity: An Analysis of Intercultural Experiences within the Metacognitive Process in Physical Sciences Classrooms

Abstract

This research analysed the cultural factor of metacognition within South African physical science classrooms, by conducting research on physical sciences classes within two KwaZulu-Natal districts. The data from the mixed methods design suggested that Indigenous pupils were not taught in their first language, cultural knowledge was not promoted effectively, and the teaching and learning environment favoured the teacher-centred approach which focussed on the examination. A model which drives metacognition and creativity, and promotes a growth mindset, whilst integrating real-world context and indigenous knowledge will resolve the conflict of the pupils’ multiple world views and promote effective thinking skills.