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ERIC Number: EJ891658
Record Type: Journal
Publication Date: 2010-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 89
ISSN: ISSN-0144-3410
Young Adolescents' Metacognition and Domain Knowledge as Predictors of Hypothesis-Development Performance in a Computer-Supported Context
Kim, Hye Jeong; Pedersen, Susan
Educational Psychology, v30 n5 p565-582 Aug 2010
Recently, the importance of ill-structured problem-solving in real-world contexts has become a focus of educational research. Particularly, the hypothesis-development process has been examined as one of the keys to developing a high-quality solution in a problem context. The authors of this study examined predictive relations between young adolescents' metacognition, prior domain knowledge, and hypothesis-development performance in a computer-supported environment. Data were collected from 11- and 12-year-old Korean students (N = 101). A hypothesised model in predicting hypothesis-development performance was evaluated using structural equation modelling. Both metacognition and prior domain knowledge significantly predicted young adolescents' hypothesis-development performance. Implications and limitations of the present study and issues, including the experimental design, are discussed. (Contains 3 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea