The Interplay of Students' Regulation Learning and Their Collective Decision-Making Performance in a SSI Context

Autor/inn/en	Zhang, Wen-Xin; Hsu, Ying-Shao
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01