標題: Exploring the Impacts of Cognitive and Metacognitive Prompting on Students\' Scientific Inquiry Practices Within an E-Learning Environment
作者: Zhang, Wen-Xin
Hsu, Ying-Shao
Wang, Chia-Yu
Ho, Yu-Ting
教育研究所
Institute of Education
關鍵字: Inquiry;Science practices;Technology-infused learning;Metacognition
公開日期: 11-Feb-2015
摘要: This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students\' inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students\' inquiry practices.
URI: http://dx.doi.org/10.1080/09500693.2014.996796
http://hdl.handle.net/11536/124295
ISSN: 0950-0693
DOI: 10.1080/09500693.2014.996796
期刊: INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
Volume: 37
起始頁: 529
結束頁: 553
Appears in Collections:Articles