Socioscientific Decision Making in the Science Classroom
The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes
Bibliographic Data
| ID | 5686196 |
|---|---|
| Authors | Sabina Eggert (0000-0001-9592-991X), Frauke Ostermeyer, Marcus Hasselhorn (0000-0002-6617-2556), Susanne Bögeholz (0000-0001-5745-7827) |
| Year | 2013 |
| Volume | 2013 |
| Pages | 1-12 |
| Publication date | 2013-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Research International (JOURNAL) |
| Journal identifiers | ISSN: 2090-4010 • E-ISSN: 2090-4002 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1155/2013/309894 |
| OpenAlex | W2092575360 |
| Language | EN |
| Citations received | 18 |
| References cited | 40 |
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
Cognition · Control (management · Mathematics education · Metacognition · Pedagogy · Science education · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Artificial Intelligence
Reasoning in classroom dilemma situations
Differing Pathways to Decision-Making
The interplay of students’ regulation learning and their collective decision-making performance in a SSI context
Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies
An intervention study on students’ decision-making towards consensus building on socio-scientific issues
Exploring students’ certainty of assumptions and evidence evaluation about socioscientific issue systems
Teaching Socioscientific Issues
Vair—An epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI
The effects of a collaborative argumentation intervention on Chinese students’ socioscientific issues decision-making
The collaborative discourse characteristics of high school students during a web-based module for a socioscientific issue
Embracing socioscientific issues-based teaching and decision-making in teacher professional development
The Development of Metacognitive Models to Support Students' Autonomous Learning
Evaluating Sustainable Development solutions quantitatively
A multi-stakeholder perspective on the development of key competencies for sustainability in Education for Sustainable Development at school
Outcome indicator development
The effect of socio-scientific issues-based intervention studies on scientific literacy
Authenticity and the relevance of discourse and figured worlds in secondary students' discussions of socioscientific issues
When Structure and Content of Socioscientific Argumentation Develop in an Unbalanced Way
How can primary school students learn self-regulated learning strategies most effectively?
Restructuring the Classroom
Teaching Students to Generate Questions
Metacognitive theories
Assessing Metacognitive Awareness
Metacognition and learning
Fostering students' knowledge and argumentation skills through dilemmas in human genetics
Promoting Self-Regulation in Science Education
Patterns of informal reasoning in the context of socioscientific decision making
Cooperative Learning
What Do Students Gain by Engaging in Socioscientific Inquiry?
Scientific literacy for citizenship
A Cognitive Load Approach to Collaborative Learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Reconceptualizing the teaching of controversial issues
Research on Cooperative Learning and Achievement
Attaining Self-Regulation
High school students’ decision making about sustainability
Improve
Enhancing Mathematical Reasoning in the Classroom
Beyond STS
| Unique citing works | 18 |
|---|---|
| Citations per year | 1,8 |
| Citation span | 2016 - 2026 (11) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 18 |