The effect of teaching experimental science through Management Education Model on Meta Cognitive learning

Management Education Model (MEM) in the process of its ten steps of teaching had been able to make its effectiveness in instructional and nurturing effects as an evidence through results from a serial of experimental researches. This research studied its effect on elementary 6th grade student's Meta Cognitive Learning (MCL) when it is used in teaching science. The type of research method was quasi-experimental using two groups designed with pre-test and post-test. As available samples four classes of Ibn Sina elementary boy’s school in Khoramdasht city (Alborz province) were chosen randomly with 36 students as experimental group. The other class with 36 students was control group. The experimental group was taught through using MEM and the control group was taught through the traditional method, both in six weeks. The tool for collecting data, was the section of Karami’s (2001) questionnaire with its validity and reliability confirmed through statistical methods. MCL with 37 items included components of knowledge and self-control, knowledge and curriculum control, knowledge and evaluation process control, and knowledge and regulating process control. The results of analysis of covariance (sig=0/01 & sig>0/05) by removing the effect of pretest showed a significant effect of MEM Compared to the traditional patterns in MCL on students. Finally, the result secured the suggestion that that science education with using MEM had a positive impact on Students meta cognitive learning.