Effects of Metacognitive Scaffolding on Students' Performance and Confidence Judgments in Simulation-Based Inquiry

Autor/inn/en	Wang, Hong-Syuan; Chen, Sufen; Yen, Miao-Hsuan
Titel	Effects of Metacognitive Scaffolding on Students' Performance and Confidence Judgments in Simulation-Based Inquiry
Quelle	In: Physical Review Physics Education Research, 17 (2021) 2, Artikel 020108 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wang, Hong-Syuan) ORCID (Chen, Sufen) ORCID (Yen, Miao-Hsuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9896
Schlagwörter	Metacognition; Scaffolding (Teaching Technique); Science Process Skills; Teaching Methods; Science Instruction; High School Students; Inquiry; Active Learning; Comparative Analysis; Simulation; Concept Formation; Scientific Concepts; Self Efficacy; Decision Making; Data Interpretation; Graphs; Multiple Choice Tests; Student Attitudes; Worksheets; Optics; Computer Simulation; Intervention; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Aktives Lernen; Simulation program; Simulationsprogramm; Concept learning; Begriffsbildung; Self-efficacy; Selbstwirksamkeit; Decision-making; Entscheidungsfindung; Data evaluation; Datenauswertung; Grafische Darstellung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Schülerverhalten; Optik; Computergrafik; Computersimulation; Ausland
Abstract	This study aims to examine the effectiveness of metacognitive scaffolding in different inquiry tasks related to optics. Two high school classes participated in this study. One class, the treatment group (n = 33), which integrated metacognitive prompts into the simulation-based inquiry, was compared to the other class, the control group (n = 34), which received only simulation-based inquiry. Students' conceptual understanding, integrated science process skills, confidence judgment, and inquiry performance were measured using a multiple-choice pretest and post-test and worksheets. The results show that the students' conceptual understanding and confidence judgments on conceptual understanding in both groups significantly increased from the pretest to the post-test. Incorporating metacognitive scaffolds into inquiry-based learning better facilitated the improvement of integrated science process skills as well as the confidence judgment on the process skills, especially in the more complex tasks. The metacognitive scaffolding could be applied to various inquiry activities to enhance students' control of variables, data interpretation, and graph comprehension. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01