Literaturnachweis - Detailanzeige
| Autor/inn/en | Howard, Bruce C.; McGee, Steven; Shia, Regina; Hong, Namsoo Shin |
|---|---|
| Titel | Computer-Based Science Inquiry: How Components of Metacognitive Self-Regulation Affect Problem-Solving. |
| Quelle | (2001), (9 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Computer Assisted Instruction; Elementary School Students; Elementary Secondary Education; Metacognition; Problem Solving; Science Instruction; Secondary School Students |
| Abstract | This study sought to examine the effects of meta cognitive self-regulation on problem solving across three conditions: (1) an interactive, computer-based treatment condition; (2) a noninteractive computer-based alternative treatment condition; and (3) a control condition. Also investigated was which of five components of metacognitive self-regulation were important for scientific problem solving. It was hypothesized that overall metacognitive self-regulation and its various components would predict success at content understanding and problem solving, and that the treatment condition would be more effective in promoting learning outcomes than either the alternative treatment or control conditions. Participants included 626 students in grades 5 through 12 from schools across the United States. In all, 12 hierarchical linear models were produced. Results indicate that students in the treatment condition demonstrated significantly more content understanding and problem solving skill than students in the alternative and control classrooms. In the treatment condition, of the five components, only problem representation was a significant predictor for success at content understanding. In the alternative condition, students problem representation had a significant inverse influence on content understanding. In terms of problem solving, knowledge of cognition and problem representation were found to be significant predictors. The implications of these results for instruction are discussed. (Contains 1 table and 27 references.) (SLD) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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