Socioscientific Decision Making in the Science Classroom : The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes
Joint Authors
Ostermeyer, Frauke
Eggert, Sabina
Bögeholz, Susanne
Hasselhorn, Marcus
Source
Education Research International
Issue
Vol. 2013, Issue 2013 (31 Dec. 2013), pp.1-12, 12 p.
Publisher
Hindawi Publishing Corporation
Publication Date
2013-01-27
Country of Publication
Egypt
No. of Pages
12
Main Subjects
Abstract EN
The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom.
Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues.
We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method.
Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group.
Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making.
However, students in the COOP+META condition did not outperform students in the COOP condition.
With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time.
Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant.
Implications for integrating metacognitive instructions into science classrooms are discussed.
American Psychological Association (APA)
Eggert, Sabina& Ostermeyer, Frauke& Hasselhorn, Marcus& Bögeholz, Susanne. 2013. Socioscientific Decision Making in the Science Classroom : The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes. Education Research International،Vol. 2013, no. 2013, pp.1-12.
https://search.emarefa.net/detail/BIM-462418
Modern Language Association (MLA)
Eggert, Sabina…[et al.]. Socioscientific Decision Making in the Science Classroom : The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes. Education Research International No. 2013 (2013), pp.1-12.
https://search.emarefa.net/detail/BIM-462418
American Medical Association (AMA)
Eggert, Sabina& Ostermeyer, Frauke& Hasselhorn, Marcus& Bögeholz, Susanne. Socioscientific Decision Making in the Science Classroom : The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes. Education Research International. 2013. Vol. 2013, no. 2013, pp.1-12.
https://search.emarefa.net/detail/BIM-462418
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references
Record ID
BIM-462418