NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ882785
Record Type: Journal
Publication Date: 2010-Jan
Pages: 26
Abstractor: As Provided
Reference Count: 58
ISBN: N/A
ISSN: ISSN-0144-3410
Self-Regulation of Student Epistemic Thinking in Science: The Role of Metacognitive Prompts
Peters, Erin E.; Kitsantas, Anastasia
Educational Psychology, v30 n1 p27-52 Jan 2010
The purpose of the present study is to examine the effectiveness of a metacognitive prompts intervention-science (MPI-S), which is based on the nature of science with 162 eighth-grade science students. It was hypothesised that students exposed to the intervention will show higher levels of content knowledge and knowledge about the nature of science than students in a comparison group. Attempts were also made to determine what cognitive processes are triggered during the use of metacognitive prompts. Findings showed significant improvements in students' content knowledge and nature of science. In addition, qualitative findings revealed that the experimental group made choices based on evidence in the inquiry unit whereas the comparison group made decisions based on authority. Educational implications for practice into the classroom are discussed. (Contains 2 figures and 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A