Thinking Metacognitively: How I know light travels in straight line? - Light - Year 6

In the context of a Year 6 science lesson on light, students are encouraged to engage in metacognitive thinking throughout an investigation into the nature of light and its travel path. The 'Planning' stage of the lesson involves students asking themselves a series of reflective questions to ensure they have a clear understanding of the investigation's objective. They must consider what they already know about the properties of light, such as its tendency to travel in straight lines, and whether they have all the necessary resources to conduct the experiment effectively. This stage also involves collaborative planning, where students discuss and refine their ideas with a partner and within a group, ensuring they are open to adapting their strategies as needed.

During the 'Doing' stage, students actively engage in the investigation, carrying out the practical elements of the experiment. They are prompted to continuously evaluate their process, considering whether they are on the right track and if their approach is the most effective. This stage is crucial for learning about themselves as learners, as they must be willing to modify their ideas based on new insights and the input of their group members. The 'Evaluative' stage then allows students to reflect on the success of their investigation, discussing what they did well and what they could improve upon in future scientific inquiries. This reflective process helps students understand the role of experimentation in science and how collaborative discussion can enhance their learning experience. Finally, they contemplate the broader implications of their findings, such as the role of the eyes in seeing and the evidence that supports the concept of light travelling in straight lines.