Utilizing e-portfolios to enhance science cognition and metacognition of kindergarten children

Abstract EN

Science education seeks to employ the rapid technological development in the educational process, especially in the design of constructive learning environments that are focusing on creative thinking and its applications.

This research explores the impact of utilizing e-Portfolios as a repository for children’s academic concepts and scaffolding those concepts in assembling and reviewing e-task assignments.

The primary data were collected (N = 25) by parents using observation forms that were designed to collect evidence on and indicators of students’ metacognitive knowledge, experiences, and strategies.

In addition, classroom teachers re¬corded data on students’ performance, reviews, and perseverance.

The researchers conducted a content analysis of students’ e- Portfolio artefacts to gauge their mastery of the science curriculum content.

Parent-child dialogues also underwent an exploratory content analysis.

Boys and girls showed similar capacities for assembling e-Portfolio artefacts.

However, the results were meaningfully affected by parental engagement in the e-portfolio learning environment.

Moreover, scaffolding had a significant impact on children’s post-intervention test scores.