NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ925814
Record Type: Journal
Publication Date: 2011-Sep
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0360-1315
Advancing Young Adolescents' Hypothesis-Development Performance in a Computer-Supported and Problem-Based Learning Environment
Kim, Hye Jeong; Pedersen, Susan
Computers & Education, v57 n2 p1780-1789 Sep 2011
Hypothesis development is a complex cognitive activity, but one that is critical as a means of reducing uncertainty during ill-structured problem solving. In this study, we examined the effect of metacognitive scaffolds in strengthening hypothesis development. We also examined the influence of hypothesis development on young adolescents' problem-solving performance. Data was collected from sixth-grade students (N=172) using a computer-supported problem-based learning environment, "Animal Investigator". The findings of the study indicated that participants using metacognitive scaffolds developed significantly better hypotheses and that hypothesis-development performance was predictive of solution-development performance. This article discusses further educational implications of the findings and future research. (Contains 3 tables and 1 figure.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A