Factors of Problem-Solving Competency in a Virtual Chemistry Environment: The Role of Metacognitive Knowledge about Strategies

Autor/inn/en	Scherer, Ronny; Tiemann, Rudiger
Titel	Factors of Problem-Solving Competency in a Virtual Chemistry Environment: The Role of Metacognitive Knowledge about Strategies
Quelle	In: Computers & Education, 59 (2012) 4, S.1199-1214 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2012.05.020
Schlagwörter	Virtual Classrooms; Prior Learning; Competence; Problem Solving; Metacognition; Educational Technology; Knowledge Level; Learning Strategies; Science Instruction; Secondary School Science + Suchen Sie Ihr Suchwort? Vorkenntnisse; Kompetenz; Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Unterrichtsmedien; Wissensbasis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	The ability to solve complex scientific problems is regarded as one of the key competencies in science education. Until now, research on problem solving focused on the relationship between analytical and complex problem solving, but rarely took into account the structure of problem-solving processes and metacognitive aspects. This paper, therefore, presents a theoretical framework, which describes the relationship between the components of problem solving and strategy knowledge. In order to assess the constructs, we developed a virtual environment which allows students to solve interactive and static problems. 162 students of grade 10 and the upper secondary level completed the tests within a cross-sectional survey. In order to investigate the structure of problem-solving competency, we established measurement models representing different theoretical assumptions, and evaluated model fit statistics by using confirmatory factor analyses. Results show that problem-solving competency in virtual environments comprises to three correlated abilities: achieving a goal state, systematical handling of variables, and solving analytical tasks. Furthermore, our study provides empirical evidence on the distinction between analytical and complex problem solving. Additionally, we found significant differences between students of grades 10 and 12 within the problem-solving subscales, which could be explained by gaming experience and prior knowledge. These findings are discussed from a measurement perspective. Implications for assessing complex problem solving are given. (Contains 5 figures and 9 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10