Physics teaching should facilitate students to acquire knowledge, increase metacognitive awareness and motivation for learning physics. The implementation of cooperative learning could be useful for improving teaching. The aim of this research was to examine the effect of cooperative learning (specifically the jigsaw technique) on students’ achievement in physics, metacognitive awareness, and motivation. An experiment with parallel groups (experimental and control) was carried out with 92 seventh-grade students (in lower secondary education). Jigsaw technique was implemented in the experimental group, while the control group was taught using teacher-directed teaching method. Students’ physics achievement, metacognitive awareness and motivation were measured using knowledge tests and questionnaires (before and after the experiment). Statistical analysis included calculations of Cronbach's Alpha coefficient, performance of the Shapiro-Wilk test, Mann-Whitney U test and the Wilcoxon Signed Ranks Test. The research results showed that the implementation of jigsaw technique in physics classes significantly improved students’ physics achievement, metacognitive awareness, and motivation. Therefore, it can be suggested that this technique is beneficial in lower secondary physics education, and it can be recommended to implement the jigsaw technique in everyday school practice. Keywords: cooperative learning, metacognitive awareness, parallel group design, physics education

To make it easier for students to learn the contents of physics and increase their motivation to learn, physics teachers need to apply different teaching strategies. With this study we aimed to examine the impact of the modified Know-Want-Learn (mKWL) strategy in physics teaching on elementary school students’ metacognition. The pedagogical experiment with parallel groups was applied to determine whether the mKWL strategy affected students’ metacognition. The students in the experimental group were taught by applying the mKWL strategy with a specific chart. The chart consisted of columns: T – What I think and what I know, Q – What questions I have, H – How can I find out, L – What I Learned (TQHL chart). The students in the control group were taught (the same physics curriculum) by using the traditional teaching model, without this TQHL chart. A questionnaire on metacognition was used for the evaluation of sixth-grade students’ metacognition. The statistical analysis of data included descriptive statistics, as well as paired sample t-tests and independent sample t-tests. Research results, based on the scores obtained using the questionnaire on metacognition, imply that the use of the proposed mKWL strategy increases students’ metacognition. Considering the positive effect of this teaching strategy on students’ metacognition, its further application in other teaching subjects is planned as well as the training of a large number of elementary school teachers for its application.

The differences related to gender are evident in physics education from the early age of the students. Thus, it is important that the teaching strategies that are implemented in mixed-gender physics classrooms are appropriate for both boys and girls. This research examined physics achievement and metacognitive awareness of students in lower secondary education in relation to gender when the modified Know-Want-Learn (mKWL) strategy is implemented. During the study, the students were divided into the control group (where direct teaching was implemented) and the experimental group (where the mKWL strategy was implemented in physics teaching). Students’ physics achievement (estimated with knowledge tests) and metacognitive awareness (estimated with a questionnaire) before and after the pedagogical experiment, and also the students’ comments on the mKWL strategy (provided through an informal conversation) were analyzed. It was shown that the students’ achievement did not differ in relation to gender while girls showed higher metacognitive awareness in comparison with boys, and the mKWL strategy increased physics achievement and metacognitive awareness of both boys and girls. Furthermore, the students’ comments on the strategy were discussed. The proposed strategy is shown to be appropriate for both genders, and its implementation in physics classrooms can be recommended. Keywords: metacognitive awareness, physics education, quasi-experimental research, students’ achievement, students’ comments

Project-based learning, involving an interdisciplinary approach, can be applied in the treatment of the content of various teaching subjects. It is also applicable at the university level. The aim of this research was to examine whether project-based learning could enhance students’ motivation to learn physics and their metacognitive awareness. Therefore, a pedagogical experiment with one group was applied. The sample consisted of 94 first-year students from the Faculty of Sciences and the Faculty of Technology at the University of Novi Sad. A pedagogical experiment was applied, and statistical analysis of the collected data was conducted. Project-based learning was implemented in addressing the topic of Diffusion and Osmosis, which involves the integration of content from biology, physics, and chemistry. Students created eighteen projects, and their products were video materials. The data collection technique was the use of a questionnaire. The research results showed that there was no significant difference in students’ motivation before and after the implementation of project-based learning. However, a statistically significant difference was found in students’ metacognition before and after the application of project-based learning. The results of this research suggest the need to encourage the implementation of project-based learning in university education with the aim of increasing students’ metacognitive awareness and further enhancing the implementation of project-based learning to positively impact students’ motivation for learning.

In lower elementary school levels, an interdisciplinary approach is implied, but as students progress to higher grades, subjects become more differentiated, even within the realm of natural sciences. This content differentiation is particularly pronounced in university education. The research aimed to investigate the correlations between students’ attitudes toward the applied approach, motivation, and metacognition when implementing an interdisciplinary approach along with modern technology within projectbased learning. A pedagogical experiment was conducted with a sample of 62 first-year students at the University of Novi Sad, utilizing a questionnaire. In group work, students prepared their video materials about the topic of Diffusion and Osmosis. The research results showed that there is a positive correlation between students’ motivation for learning physics and metacognition, as well as between students’ attitudes toward the applied approach and metacognition and students’ motivation. Since students have positive attitudes about the project-based learning, based on the obtained results, the potential and necessity of implementing this approach in university education can be highlighted.