Literaturnachweis - Detailanzeige
Autor/inn/en | Heuzeroth, Johannes; Budke, Alexandra |
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Titel | Metacognitive strategies for developing complex geographical causal structures. An interventional study in the geography classroom. |
Quelle | In: European journal of investigation in health, psychology and education, 11 (2021) 2, special issue, S. 382-404
PDF als Volltext |
Beigaben | Abbildungen |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 2174-8144; 2254-9625 |
DOI | 10.3390/ejihpe11020029 |
Schlagwörter | Interventionsstudie; Metakognitive Fähigkeit; Problemlösen; Schüler; Lehr-Lern-Forschung; Systemisches Denken; Didaktik; Lernziel; Unterricht; Multiperspektivität; Lösungsstrategie; Kausalität |
Abstract | This article examines the impact of applied metacognition on the development of geographical causal structures by students in the geography classroom. For that, three different metacognitive strategies were designed: a. action plan, activating meta-knowledge prior to problem-solving and simultaneously visualizing action steps for dealing with the task (A); b. circular thinking (C), a loop-like, question-guided procedure applied during the problem-solving process that supports and controls content-related and linguistic cognition processes; c. reflexion (R), aiming at evaluating the effectivity and efficiency of applied problem-solving heuristics after the problem-solving process and developing strategies for dealing with future tasks. These strategies were statistically tested and assessed as to their effectiveness on the development of complex geographical causal structures via a quasi-experimental pre-posttest design. It can be shown that metacognitive strategies strongly affect students' creation of causal structures, which depict a multitude of elements and relations at a high degree of interconnectedness, thus enabling a contentually and linguistically coherent representation of system-specific properties of the human-environment system. On the basis of the discussion of the results, it will be demonstrated that metacognitive strategies can provide a significant contribution to initiating systemic thinking-competences and what the implications might be on planning and teaching geography lessons. (Orig.). |
Erfasst von | Externer Selbsteintrag |
Update | 2022/3 |