Enhancing Metacognition and Critical Thinking in Science Classrooms Through the GIRQA Model
- Global Metacognition
- 3 days ago
- 13 min read
The development of students’ critical thinking and metacognitive skills is increasingly recognised as a crucial objective in education, particularly in science classrooms where inquiry and analytical thinking are key. A novel instructional approach, the Group Investigation and Reading, Questioning, Answering (GIRQA) model, offers a promising method to address this need. This article introduces the GIRQA model, an integration of collaborative investigation and structured reading strategies, which has been shown to enhance critical thinking and metacognitive awareness among students.
The model is based on the findings of Pujiastuti et al. (2023), as presented in their study published in the Pegem Journal of Education and Instruction. This study highlights how the GIRQA model combines cooperative learning through group investigation with an emphasis on critical reading and reflective questioning. The goal of this instructional approach is to actively engage students in deeper learning processes while fostering self-awareness in their thinking and problem-solving strategies.
The GIRQA model’s framework involves four key components:
Group Investigation: Students collaborate in small groups to explore and research scientific topics or problems. This promotes inquiry-based learning and the sharing of diverse perspectives.
Reading: A structured approach to reading scientific texts encourages students to engage critically with content, identify key ideas, and relate them to their investigations.
Questioning: Students are encouraged to ask reflective and thought-provoking questions, deepening their understanding and sparking discussion.
Answering: Through guided discussion and problem-solving, students formulate responses to their questions, synthesise information, and develop well-reasoned conclusions.
Pujiastuti et al. (2023) conducted a study to assess the effectiveness of the GIRQA model in science classrooms. The results demonstrated significant improvements in students' metacognitive skills, as they became more adept at planning, monitoring, and evaluating their learning processes. Additionally, critical thinking abilities, such as analysis, synthesis, and evaluation, were enhanced as students engaged in collaborative investigations and reflective discussions.
Incorporating the GIRQA model into science classrooms not only addresses the need for active and meaningful learning but also equips students with essential skills for lifelong learning and problem-solving. This approach aligns with modern educational objectives, preparing students to navigate complex scientific and societal challenges with confidence and critical awareness.
Further sections of this article will delve into the implementation strategies for the GIRQA model, its benefits, and potential challenges, offering educators practical guidance for adopting this innovative instructional framework.
The QIRQA Model of Metacognitive Awareness & Critical Thinking Development in the Classroom
Significant Improvement in Student Skills:
Students taught using the GIRQA instructional model demonstrated significantly higher levels of metacognition awareness (MA)Â and critical thinking skills (CTS)Â compared to those taught with traditional methods.
The GIRQA model was shown to be particularly effective in fostering students’ ability to plan, monitor, and evaluate their learning processes.
Enhanced Critical Thinking:
Critical thinking skills, including focus, organisation, supporting reasons, and integration, were more developed in students who participated in GIRQA-based activities.
Students engaged in activities such as questioning, answering, and presenting, which encouraged deeper cognitive engagement and logical reasoning.
Substantial Contribution of GIRQA:
The GIRQA model contributed to 48.1% of the improvements in students’ metacognition awareness.
It also accounted for 41.4% of the observed enhancement in critical thinking skills.
Practical Impact of GIRQA in Classrooms:
Activities such as group investigation, structured reading, and collaborative questioning and answering allowed students to actively participate and take ownership of their learning.
The model enabled students to analyse problems critically, generate meaningful questions, and develop reflective answers, leading to improved academic outcomes.
Comparison with Traditional Methods:
Traditional learning methods, which emphasised lectures and teacher-centred discussions, were found to engage students less effectively, resulting in lower development of metacognition and critical thinking skills.
In contrast, the interactive and student-centred nature of GIRQA promoted active learning and skill development.
Relevance to Science Education:
The structured steps of the GIRQA model, such as planning, investigating, and presenting, align well with the goals of science education, which emphasise inquiry, problem-solving, and evidence-based reasoning.
Teachers can use this model to create a more dynamic and reflective classroom environment, helping students better understand scientific concepts while enhancing essential 21st-century skills.
This study highlights the effectiveness of the GIRQA model in enhancing critical skills that are essential for student success, offering educators a practical approach to improve engagement and learning outcomes in science classrooms.
Examples & Illustrations of the GIRQA Metacognitive Awareness & Critical Thinking Development in the Science Classroom
The paper provides comprehensive illustrations and examples of how the GIRQA model operates in the classroom, demonstrating its practical application and its impact on fostering metacognitive awareness and critical thinking. These examples are woven into the structured ten-step approach of the GIRQA model, clearly linking each activity to specific educational goals.
One example involves students identifying investigation topics, such as addressing environmental issues related to waste management. This initial step is designed to engage students in collaborative decision-making, encouraging them to focus on relevant and meaningful sub-topics that serve as the foundation for inquiry. The process of selecting topics helps students develop critical focus and fosters an awareness of the importance of identifying key issues.
The planning stage provides another illustration of the model in action, where students work in groups to devise realistic strategies for collecting and analysing data related to their chosen sub-topics. This step not only supports the development of procedural knowledge but also enhances students’ ability to organise and strategise, essential components of both metacognition and critical thinking.
Reading and questioning are integral steps in the process, where students engage with assigned materials and generate substantial questions during and after the reading activity. These activities promote reflective thinking, allowing students to connect prior knowledge with new information, analyse texts critically, and deepen their understanding of the investigation topics.
Answering the questions they have developed is another step that demonstrates the GIRQA model in practice. Students construct evidence-based responses, synthesising the information they have gathered. This activity reinforces critical thinking by requiring logical reasoning and the integration of ideas, fostering a deeper level of engagement with the material.
The model also includes opportunities for presenting assignments and investigation results, where students summarise their findings and communicate their conclusions to peers. This is followed by discussions, which provide a platform for feedback and debate. These presentations help students refine their evaluative skills, enhance their ability to articulate ideas clearly, and encourage collaborative learning.
Finally, the evaluation stage consolidates the entire learning process. Teachers guide students in reflecting on their strategies, investigating processes, and outcomes. This helps students develop their ability to critically assess their performance, identify areas for improvement, and internalise the lessons learned.
Through these detailed examples, the paper illustrates how the GIRQA model moves students from guided inquiry to independent problem-solving. It provides a clear and replicable framework for teachers to use in their own classrooms, making a strong case for the model’s effectiveness in promoting metacognitive and critical thinking skills.
Let's have a look at some practical examples (not from the research paper itself), applying the model to examples from each of the three main sciences in relation to topics in the British KS4 (GCSE) curriculum.
Illustration 1: Biology
In a GCSE Biology classroom investigating the impact of smoking on the respiratory system, the GIRQA model offers a structured and engaging approach to learning. The process begins with Group Investigation, where students are divided into small groups and tasked with exploring how smoking affects lung function and overall respiratory health. Each group identifies specific aspects to investigate, such as the effects of tar, nicotine, or carbon monoxide. Students collaborate to outline their research plan, determining methods to gather relevant data, such as reviewing case studies or analysing health statistics.
Next, during the Reading phase, students engage with a variety of scientific texts, including articles, textbook sections, and infographics about the respiratory system and smoking. These resources are selected to provide detailed insights into the biological mechanisms affected by smoking, such as the cilia in the airways or alveoli in the lungs. Each group works to critically analyse the material, highlighting key points that relate directly to their investigation focus. Students summarise the main ideas and connect these to their prior knowledge.
In the Questioning stage, students use their readings to generate reflective and thought-provoking questions. For example, a group might ask, "How does smoking lead to chronic obstructive pulmonary disease (COPD)?" or "Why is lung cancer more prevalent among smokers than non-smokers?" These questions encourage students to think critically about the broader implications of their findings and consider connections between biological concepts and health outcomes. Group members share and refine their questions, selecting the most substantial ones to pursue further.
Finally, in the Answering stage, students work collaboratively to formulate detailed responses to their questions. Using the information gathered, they synthesise data and develop well-reasoned conclusions. For instance, a group might conclude that tar damages cilia, leading to mucus buildup, while carbon monoxide reduces oxygen transport in the blood. They present their answers in class discussions or through visual aids, such as posters or slides, allowing for peer feedback. This stage not only consolidates their learning but also hones their ability to communicate scientific ideas effectively.
Through these stages, the GIRQA model fosters inquiry-based learning, critical thinking, and metacognitive reflection, enabling students to engage deeply with the topic while developing essential skills for scientific investigation.
Illustration 2: Physics
In a GCSE Physics class exploring electromagnetism, the GIRQA model facilitates an engaging and structured investigation into this essential topic. The process begins with Group Investigation, where students are organised into teams to delve into specific aspects of electromagnetism, such as how electromagnets are created, their applications in everyday life, or the relationship between current and magnetic fields. Each group formulates a plan, identifying questions to explore and methods to collect information, such as conducting experiments or analysing visual data, to ensure a hands-on and collaborative approach.
Next comes the Reading stage, where students critically engage with various sources, such as textbooks, scientific articles, and diagrams, to deepen their understanding of the topic. These materials cover key principles like the right-hand rule, the role of solenoids, and practical applications in motors and generators. As they work through the resources, students identify key ideas, summarise concepts, and relate the theoretical physics to the investigative questions they are exploring.
The Questioning phase encourages students to probe further into the material by formulating insightful questions. For instance, they might ask, "Why does increasing the current strengthen an electromagnet’s magnetic field?" or "How do electromagnets differ from permanent magnets in terms of their use and properties?" This stage promotes critical thinking as students refine their ability to identify areas requiring deeper exploration. The collaborative nature of this phase allows groups to refine and expand their questions collectively.
In the Answering stage, students synthesise their findings to address the questions they have posed. Drawing on their experiments, reading, and discussions, they construct detailed explanations supported by evidence. For example, a group might explain the proportional relationship between electric current and magnetic field strength or illustrate how varying the number of coils affects an electromagnet's force. Presenting their conclusions to the class allows for peer feedback, fostering a deeper understanding of the topic and refining communication skills.
The GIRQA model transforms a lesson on electromagnetism into an active and student-centred exploration, connecting theoretical physics with real-world applications. By engaging students in research, critical analysis, and discussion, the model cultivates not only a robust understanding of electromagnetism but also the skills necessary for scientific inquiry and collaboration.
Illustration 3: Chemistry
In a GCSE Chemistry lesson focused on climate change, the GIRQA model provides a structured approach for students to explore this complex and impactful topic. The lesson begins with Group Investigation, where students are divided into small groups and tasked with investigating specific aspects of climate change, such as the greenhouse effect, sources of greenhouse gases, or the impact of carbon emissions on the atmosphere. Each group collaborates to develop a research plan, deciding on their focus and methods for gathering information, such as analysing data on global temperature trends or reviewing reports on human activities contributing to climate change.
During the Reading phase, students engage with curated resources, including scientific articles, textbook excerpts, and data visualisations. These materials detail the chemistry behind climate change, such as the role of carbon dioxide and methane in trapping heat within Earth’s atmosphere. Each group works together to identify and highlight key points, such as the chemical reactions involved in burning fossil fuels or the comparative effects of different greenhouse gases. This stage encourages critical engagement with the content and allows students to link theoretical chemistry concepts to real-world environmental issues.
In the Questioning stage, students generate reflective and analytical questions based on their readings and prior knowledge. For example, questions might include, "How do human activities contribute to the imbalance of greenhouse gases?" or "Why is methane considered more potent than carbon dioxide as a greenhouse gas?" These questions encourage students to delve deeper into the scientific principles and ethical considerations surrounding climate change. Group discussions help refine these questions, ensuring they are substantial and thought-provoking.
Finally, the Answering stage involves students synthesising their findings to respond to the questions they have posed. Drawing on their research, students develop detailed and evidence-based explanations. For instance, they might explain that burning fossil fuels releases carbon dioxide, a key contributor to the greenhouse effect, and discuss how industrial activities and deforestation exacerbate this issue. Groups present their conclusions through class presentations, posters, or reports, fostering communication and allowing peers to ask follow-up questions, sparking further discussion and critical analysis.
By following the GIRQA model, this chemistry lesson encourages students to engage deeply with the science behind climate change while developing their ability to think critically, collaborate effectively, and communicate scientific ideas clearly. It bridges theoretical chemistry with practical, real-world applications, helping students appreciate the relevance of science in addressing global challenges.
Exploring the GIRQA Approach to Enhancing Metacognitive Awareness & Critical Thinking Development in the Science Classroom
Fostering metacognition, self-regulated learning, independent learning, and critical thinking in the science classroom is crucial for preparing students to navigate the complexities of modern scientific challenges. Metacognition, or the awareness and regulation of one’s own cognitive processes, enables students to monitor their learning strategies and make adjustments for better outcomes. Self-regulated learning encourages students to take ownership of their education, setting goals, managing their time, and evaluating their progress. Independent learning cultivates the ability to learn autonomously, a skill essential for lifelong education in a rapidly changing world. Critical thinking, the ability to analyse, evaluate, and synthesise information, is fundamental in science, where students must interpret data, assess evidence, and solve problems with logic and precision. Together, these skills create scientifically literate individuals who are equipped to think critically, adapt to new knowledge, and contribute meaningfully to society.
The GIRQA model provides a structured and effective framework for developing these essential skills through its four stages: Group Investigation, Reading, Questioning, and Answering. In the Group Investigation stage, students collaborate to explore scientific problems or topics. This collaborative process promotes inquiry-based learning by encouraging students to share diverse perspectives, analyse complex issues collectively, and develop a plan for their investigation. Working in groups not only enhances their critical thinking by exposing them to multiple viewpoints but also fosters self-regulation as students must coordinate roles, manage tasks, and ensure the group remains focused on its goals. The social aspect of collaboration also develops independent learning within a supportive environment, where students are accountable for their contributions yet benefit from the insights of their peers.
The Reading stage engages students in critically analysing scientific texts, diagrams, and data. By actively processing information, identifying key ideas, and connecting content to their investigation, students enhance their metacognitive skills. They learn to assess their understanding, identify gaps in knowledge, and apply strategies to improve comprehension. This process also supports self-regulated learning, as students must decide how to approach the material, which resources to prioritise, and how to integrate new information with prior knowledge. Additionally, structured reading tasks promote independence by equipping students with the tools to seek, interpret, and synthesise scientific information on their own.
In the Questioning stage, students generate reflective and thought-provoking questions based on their investigations and readings. This stage encourages them to engage deeply with the material, challenging them to think critically about the underlying principles and broader implications of the topic. The act of questioning not only develops analytical skills but also strengthens metacognitive awareness by prompting students to evaluate what they understand and what they need to explore further. Formulating questions also fosters self-regulation, as students must prioritise which questions are most relevant and align them with their learning objectives. This process encourages a sense of curiosity and autonomy, empowering students to take an active role in directing their learning.
Finally, the Answering stage requires students to synthesise information, develop reasoned arguments, and communicate their conclusions. This stage integrates critical thinking by asking students to analyse data, identify patterns, and construct evidence-based explanations. It also deepens metacognitive awareness, as students evaluate their thought processes and refine their understanding based on feedback. Answering questions fosters independent learning by requiring students to apply their knowledge creatively and independently, while collaborative discussions during this stage enhance self-regulation, as students must adapt their responses to peer input and classroom debates.
The GIRQA model not only enriches science education but also equips students with the tools to become self-aware, critical thinkers who can regulate their learning and pursue knowledge independently. By embedding these essential skills into the science curriculum, educators prepare students to meet academic challenges and engage with scientific issues in their future studies and careers. The structured yet flexible nature of the GIRQA model ensures that students are actively involved in their learning, building both confidence and competence in navigating the scientific world.
Relevant Teaching Resouces
The Global Metacognition's 'Knowledge Hunt Sessions' effectively enact the GIRQA model by prioritising active engagement and reflection throughout the learning process. During the Group Investigation stage, students actively search for information placed around the classroom, working independently or collaboratively to uncover key insights about metacognitive strategies and self-regulated learning. This dynamic activity, which can be made more interactive by hiding materials in creative locations, not only promotes curiosity but also strengthens inquiry-based skills. As students organise their findings, they are encouraged to manage their time and tasks effectively, fostering essential self-regulation abilities.
The Reading, Questioning, and Answering phases are supported through both the interactive "Knowledge Hunt" worksheets and the accompanying PowerPoint presentations. The structured worksheets guide students in critically engaging with the information they’ve gathered, encouraging them to reflect on concepts such as building a mind-palace or enhancing concentration. Meanwhile, the PowerPoint presentations provide activities that help students synthesise their understanding and articulate well-reasoned conclusions during the Answering phase. These guided exercises allow students to connect their findings to practical applications, enhancing their metacognitive awareness and critical thinking skills. By combining hands-on discovery with structured reflection and guided synthesis, the 'Knowledge Hunt Sessions' ensure that students not only grasp metacognitive principles but also apply them effectively in their learning journeys.
Conclusion
The GIRQA model provides a comprehensive and structured framework for fostering critical thinking and metacognitive skills in the science classroom, blending inquiry-based learning with reflective practices. Through its four stages—Group Investigation, Reading, Questioning, and Answering—students are guided to explore scientific concepts collaboratively, engage deeply with content, and develop thoughtful, evidence-based conclusions. The model promotes independent and self-regulated learning, equipping students with essential skills such as planning, monitoring, and evaluating their cognitive processes. By incorporating these practices into science education, the GIRQA model addresses the need for active and meaningful learning, ensuring students are better prepared to tackle academic and real-world challenges.
This instructional approach not only aligns well with the objectives of modern science education but also demonstrates a measurable impact on student development, as highlighted in the study by Pujiastuti et al. (2023). Activities like collaborative investigation, critical reading, and reflective questioning are proven to enhance students’ analytical abilities and foster a deeper understanding of scientific principles. With its practical and adaptable design, the GIRQA model serves as an effective tool for educators seeking to create dynamic, student-centred learning environments. By embedding critical thinking and metacognitive strategies into classroom activities, the model paves the way for students to become independent, reflective learners capable of navigating complex scientific and societal issues.
References
Pujiastuti, I. P., Susilo, H., & Lukiati, B. (2023). The integration of Group Investigation and Reading, Questioning, Answering (GIRQA): An instructional model to enhance metacognition and critical thinking of students in science classrooms. Pegem Journal of Education and Instruction, 13(4), 214-223.
