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ERIC Number: EJ1142677
Record Type: Journal
Publication Date: 2017
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0950-0693
EISSN: N/A
Prompting Students to Make Socioscientific Decisions: Embedding Metacognitive Guidance in an E-Learning Environment
Hsu, Ying-Shao; Lin, Shu-Sheng
International Journal of Science Education, v39 n7 p964-979 2017
This study aimed at improving the decision-making (DM) skills of 11th graders by incorporating a DM framework, visualisation tools, collaboration, and metacognitive guidance into a socioscientific issue context. Two classes, the experimental group (embedded metacognitive guidance, N = 42) and the comparison group (no metacognitive guidance, N = 32), were involved in the implementation of the experimental methodology. An open-ended test and worksheets were developed to assess the students' DM skills. The results indicated that the two versions of the DM learning modules had similar effects on the improvement in the students' DM skills, but there were significant differences in their overall skills in DM (Z = -6.410, p < 0.001), generating criteria (Z = -6.956, p < 0.001), and evaluating DM results (Z = -2.533, p < 0.011) based on the student responses on the worksheets. These findings indicate that further studies need to explore the mechanism of metacognitive guidance for students with different socioscientific issue DM skills in e-learning environments.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan (Taipei)
Grant or Contract Numbers: N/A