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ERIC Number: EJ1126174
Record Type: Journal
Publication Date: 2017-Feb
Pages: 26
Abstractor: As Provided
ISSN: ISSN-1042-1629
Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs
Huang, Kun; Ge, Xun; Eseryel, Deniz
Educational Technology Research and Development, v65 n1 p75-100 Feb 2017
This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one enhanced with metaconceptual scaffolding, while the other was not. The findings led to the following conclusions: (a) metaconceptual scaffolding enhanced simulation-based learning by significantly reducing science misconceptions, but it was not as effective in changing students' mental models which consisted of multiple interrelated key concepts; (b) students' beliefs about the speed of learning and the construction of knowledge were strong predictors of conceptual change learning outcomes; (c) epistemologically more mature students did not benefit more from metaconceptual interventions than those with less mature beliefs; (d) further interventions are needed to promote the development of students' science epistemic beliefs in inquiry learning.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A