The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills

Autor/inn/en	Tatar, Nilgün; Akpinar, Ercan; Feyzioglu, Eylem Yildiz
Titel	The Effect of Computer-Assisted Learning Integrated with Metacognitive Prompts on Students' Affective Skills
Quelle	In: Journal of Science Education and Technology, 22 (2013) 5, S.764-779 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1059-0145
DOI	10.1007/s10956-012-9429-1
Schlagwörter	Educational Technology; Computer Assisted Instruction; Metacognition; Prompting; Teaching Methods; Elementary School Students; Affective Behavior; Science Instruction; Energy; Case Studies; Grade 7; Student Attitudes; Computer Software; Attitude Change; Instructional Effectiveness; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Benutzerführung; Teaching method; Lehrmethode; Unterrichtsmethode; Affective disturbance; Active behaviour; Affektive Störung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Energie; Case study; Fallstudie; Case Study; School year 07; 7. Schuljahr; Schuljahr 07; Schülerverhalten; Attitudinal change; Einstellungsänderung; Unterrichtserfolg
Abstract	The purpose of this study is to investigate the effect of computer-assisted learning integrated with metacognitive prompts on elementary students' affective skills on the subject of electricity. The researchers developed educational software to enable students to easily and comprehensively learn the concepts in the subject of electricity. A case study method was used. Eighteen students from the seventh grade (12-13 years) participated in the study. Students' views on their performances while using educational software and the impact of the software on their affective skills towards the subject of electricity were examined. Data were collected by open-ended questions in the educational software. According to the research results, there were students who had negative attitudes and perceptions before starting to learn about the subject of electricity. Interactive activities, animations, and visual experiments in the educational software were effective in overcoming the students' negative attitudes and perceptions about the subject. Besides, students who assessed their own performances during the learning process believed themselves to be more successful over time. In the light of the research results, some suggestions are made for future studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10