Advancing Young Adolescents' Hypothesis-Development Performance in a Computer-Supported and Problem-Based Learning Environment

Autor/inn/en	Kim, Hye Jeong; Pedersen, Susan
Titel	Advancing Young Adolescents' Hypothesis-Development Performance in a Computer-Supported and Problem-Based Learning Environment
Quelle	In: Computers & Education, 57 (2011) 2, S.1780-1789 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2011.03.014
Schlagwörter	Problem Based Learning; Problem Solving; Early Adolescents; Program Effectiveness; Teaching Methods; Grade 6; Thinking Skills; Metacognition; Computer Assisted Instruction; Educational Technology; Predictor Variables; Educational Strategies; Instructional Effectiveness; Computer Software; Multimedia Instruction + Suchen Sie Ihr Suchwort? Problem-based learning; Problemorientiertes Lernen; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Denkfähigkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computer based training; Computerunterstützter Unterricht; Unterrichtsmedien; Prädiktor; Lehrstrategie; Unterrichtserfolg; Multimediales Lernen
Abstract	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.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10