Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs

Autor/inn/en	Huang, Kun; Ge, Xun; Eseryel, Deniz
Titel	Metaconceptually-Enhanced Simulation-Based Inquiry: Effects on Eighth Grade Students' Conceptual Change and Science Epistemic Beliefs
Quelle	In: Educational Technology Research and Development, 65 (2017) 1, S.75-100 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-016-9462-5
Schlagwörter	Inquiry; Science Instruction; Grade 8; Scientific Concepts; Concept Formation; Beliefs; Physics; Computer Simulation; Metacognition; Scaffolding (Teaching Technique); Student Attitudes; Predictor Variables; Teaching Methods; Educational Technology + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 08; 8. Schuljahr; Schuljahr 08; Concept learning; Begriffsbildung; Belief; Glaube; Physik; Computergrafik; Computersimulation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Prädiktor; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtsmedien
Abstract	This study investigated the effects of metaconceptually-enhanced, simulation-based inquiry learning on eighth grade students' conceptual change in science and their development of science epistemic beliefs. Two experimental groups studied the topics of motion and force using the same computer simulations but with different simulation guides: one enhanced with metaconceptual scaffolding, while the other was not. The findings led to the following conclusions: (a) metaconceptual scaffolding enhanced simulation-based learning by significantly reducing science misconceptions, but it was not as effective in changing students' mental models which consisted of multiple interrelated key concepts; (b) students' beliefs about the speed of learning and the construction of knowledge were strong predictors of conceptual change learning outcomes; (c) epistemologically more mature students did not benefit more from metaconceptual interventions than those with less mature beliefs; (d) further interventions are needed to promote the development of students' science epistemic beliefs in inquiry learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01