Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enAnderson, David; Thomas, Gregory P.; Nashon, Samson M.
TitelSocial barriers to meaningful engagement in biology field trip group work.
QuelleIn: Science education, 93 (2009) 3, S. 511-534Infoseite zur Zeitschrift
PDF als Volltext  Link als defekt meldenVerfügbarkeit 
Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0036-8326; 1098-237X
DOI10.1002/sce.20304
SchlagwörterFallstudie; Metakognition; Soziale Kognition; Exkursion; Lernerfahrung; Lernprozess; Gruppenarbeit; Lernmethode; Biologie; Biologieunterricht
AbstractThis paper reports on a study that employed metacognition and social cognition theoretical frameworks to explore and interpret students' views of their cognitive roles and the nature of the mechanisms that they considered influenced and mediated their learning within small group contexts. An instrumental interpretive case study methodology was used to capture students' descriptive accounts of their Year 11 Biology learning experiences, as conveyed through their recollections and reflections concerning their interactions and roles, perceptions of the learning task, and their learning strategies that they considered to be manifest during a field trip visit to a nature center. We conclude that, even among apparently highly collegial student groups, deemed by their teacher to be effective learning groups, and constituted in ways consistent with the literature on effective collaborative group work, there existed metasocial metacognitive factors that influenced and shaped cognition in ways counterproductive to the effective learning of science. This study reveals the existence of metacognitive knowledge and processes, common among students and related to their views of what is appropriate thinking and behavior within small groups, which inform collective and individual task actions. We contend that students are highly aware of their social status within groups and of their individual group's social conditions and that this awareness affects cognition and behavior. Moreover, they monitor these conditions and employ strategies that simultaneously service both the task and social relationships and their learning processes to varying extents depending on individual and group factors.
Erfasst vonArbeitsgruppe Didaktik der Physik, Universität Kassel
Update2011/4
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Science education" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: