Effect of a Metacognitive Scaffolding on Information Web Search

Autor/inn/en	Huertas-Bustos, Adriana; López-Vargas, Omar; Sanabria-Rodríguez, Luis
Titel	Effect of a Metacognitive Scaffolding on Information Web Search
Quelle	In: Electronic Journal of e-Learning, 16 (2018) 2, S.91-106 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Foreign Countries; Metacognition; Scaffolding (Teaching Technique); Chemistry; Blended Learning; Science Instruction; High School Students; Grade 10; Instructional Effectiveness; Online Searching; Educational Technology; Technology Uses in Education; Thinking Skills; Private Schools; Knowledge Level; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Unterrichtserfolg; Online-Recherche; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Denkfähigkeit; Private school; Privatschule; Wissensbasis
Abstract	The objective of the research was to determine the effect that a metacognitive scaffolding for Web information searches exercises on the development of school students, through a general chemistry course in a blended learning modality. One hundred and four students from a school of the city of Bogotá D.C.-Colombia participated in the study. The research followed a quasi-experimental design with a pretest and posttest. Three tenth-grade groups, previously established, worked with a b-learning environment with three versions: the first group worked with a fixed scaffolding, the second with an optional scaffolding, and the third group interacted with a b-learning environment without any type of scaffolding whatsoever. The Metacognitive Awareness Inventory (MAI) test was used to measure metacognitive abilities before and after data treatment. To analyze the data, a Multivariate Analysis of Covariance (MANCOVA) was conducted, which showed that the fixed scaffolding favors the development of metacognitive abilities, especially those related to procedural knowledge, planning, organization, monitoring, and evaluation. This tool, possibly based on the analysis and reflection of their own performance in task development, allowed students to consolidate structured strategies in Web information searches. In contrast, the use of the optional scaffolding did not exhibit the expected results since it was not used by a high percentage of students. These findings, among others, are discussed in the study. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01