Socioscientific decision making in the science classroom. The effect of embedded metacognitive instructions on students' learning outcomes.

Autor/inn/en	Eggert, Sabina; Ostermeyer, Frauke; Hasselhorn, Marcus; Bögeholz, Susanne
Titel	Socioscientific decision making in the science classroom. The effect of embedded metacognitive instructions on students' learning outcomes.
Quelle	In: Education Research International, 13 (2013) Art. 309894, 12 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2090-4002; 2090-4010
DOI	10.1155/2013/309894
Schlagwörter	Kooperationsfähigkeit; Entscheidung; Metakognition; Metakognitive Fähigkeit; Verhalten; Lebensverhältnisse; Klassenraum; Kooperatives Lernen; Klassengemeinschaft; Lösungsstrategie; Naturwissenschaften; Naturwissenschaftlicher Unterricht; Soziologie; Kooperationsbereitschaft; Kriterium; Lebenswelt; Lösungskompetenz
Abstract	The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both "describing socioscientific issues" as well as "developing and evaluating solutions" to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who studied either in a cooperative learning setting (COOP), a cooperative learning setting with embedded metacognitive questions (COOP+META), or a nontreatment control group. Results indicate that students in the two training conditions outperformed students in the control group on both processes of socioscientific decision making. However, students in the COOP+META condition did not outperform students in the COOP condition. With respect to students' learning outcomes on the regulation facet of metacognition, results indicate that all conditions improved over time. Students in the COOP+META condition exhibited highest mean scores at posttest measures, but again, results were not significant. Implications for integrating metacognitive instructions into science classrooms are discussed. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/1