Enhancing scientific discovery learning through metacognitive support.

Autor/inn/en	Künsting, Josef; Kempf, Julian; Wirth, Joachim
Titel	Enhancing scientific discovery learning through metacognitive support.
Quelle	In: Contemporary educational psychology, 38 (2013) 4, S. 349-360Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0361-476X; 1090-2384
DOI	10.1016/j.cedpsych.2013.07.001
Schlagwörter	Experimentelle Untersuchung; Emotion; Kognition; Konzeptionelles Denken; Pädagogische Psychologie; Schuljahr 09; Lerntheorie; Motivation; Wissenserwerb; Forschendes Lernen; Lernziel; Simulation; Strategie
Abstract	Using a virtual physics lab, [the authors] analyzed the impact of metacognitive support on simulation-based scientific discovery learning (SDL). The dependent variables for learning outcome were the immediate conceptual knowledge gain and the retained conceptual knowledge three weeks later. Additional dependent variables were the actual use of a domain-specific cognitive strategy, motivation, emotions, and cognitive load. To contrast the effects of metacognitive support with possible effects of goal specificity, the experimental study followed a 2 x 2 design with a sample of N = 129 ninth grade students and with metacognitive support (yes vs. no) and learning goals (specific vs. nonspecific) as factors. The results showed positive effects of metacognitive support on learning outcome, on actual cognitive strategy use, and on learning emotions. No interaction effect of metacognitive support and goal specificity on learning outcome was observed. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/1