Literaturnachweis - Detailanzeige
Autor/inn/en | Zhang, Wen-Xin; Hsu, Ying-Shao |
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Titel | The Interplay of Students' Regulation Learning and Their Collective Decision-Making Performance in a SSI Context |
Quelle | In: International Journal of Science Education, 43 (2021) 11, S.1746-1778 (33 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Zhang, Wen-Xin) ORCID (Hsu, Ying-Shao) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2021.1933250 |
Schlagwörter | Correlation; Metacognition; Decision Making; Grade 10; High School Students; Social Sciences; Worksheets; Cooperative Learning; Peer Relationship; Verbal Communication; Sequential Approach; Goal Orientation; Learning Processes; Scaffolding (Teaching Technique); Intervention; High School Teachers; Foreign Countries; Engineering; Science Education; Oceanography; Taiwan Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Decision-making; Entscheidungsfindung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Kooperatives Lernen; Peer-Beziehungen; Schrittfolge; Zielorientierung; Zielvorstellung; Learning process; Lernprozess; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Ausland; Maschinenbau; Naturwissenschaftliche Bildung; Ozeanografie |
Abstract | This study designed a decision-making learning module to engage students in collective decision-making in a collaborative learning environment. The purpose of this study was to explore the interplay of students' regulation learning in groups and their collective decision-making about a socioscientific issue. Thirty-eight 10th-grade students participated in the study. A variety of data were collected to examine the students' collective decision-making and regulation learning while they collaboratively conducted a socioscientific decision-making activity, including worksheets, computer activity recordings, and students' verbal interactions. The results indicated strong associations which showed that students who had sophisticated decision-making in a group tended to have more social shared regulation, and performed more regulation behaviours to refine their collective decision-making. The sequential analysis also indicated that students who manifested the serial nature of regulation processes and goal-driven learning might have exhibited a sophisticated decision-making performance when engaged in collective decision-making. The deficiencies in group interaction identified in this study underscore the need to provide scaffolds for regulation learning in order to refine students' collective decision-making in a SSI context. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |