Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction between the Treatment and Epistemic Cognition

Autor/inn/en	Yerdelen-Damar, Sevda; Eryilmaz, Ali
Titel	Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction between the Treatment and Epistemic Cognition
Quelle	In: Research in Science Education, 51 (2021) 2, S.547-575 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yerdelen-Damar, Sevda)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-018-9807-7
Schlagwörter	High School Students; Grade 10; Metacognition; Epistemology; Scientific Literacy; Knowledge Level; Scientific Concepts; Motion; Physics; Science Instruction; Teaching Methods; Instructional Effectiveness; Scores; Experimental Groups; Control Groups + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erkenntnistheorie; Wissensbasis; Bewegungsablauf; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg
Abstract	This study investigated the effect of the metacognitive instruction in which students' epistemic cognitions were explicitly addressed, on tenth-grade students' conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental design was employed. Two intact classes of each school were randomly assigned to the experimental and control groups. The Force and Motion Conceptual Tests I and II were administered to assess the students' conceptual understandings in force and motion. A survey was applied to probe the students' prior epistemic cognitions in physics. The results of the study revealed that the metacognitive instruction was more effective than the expository teaching in terms of promoting students' conceptual understandings. A statistically significant interaction between the treatment and the students' prior epistemic cognitions was also observed. The students with higher pre-epistemic cognitions got higher conceptual scores in the experimental group whereas the conceptual development of the control group students was independent of their pre-epistemic cognitions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01