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written by Hong-Syuan Wang, Sufen Chen, and Miao-Hsuan Yen
This study aims to examine the effectiveness of metacognitive scaffolding in different inquiry tasks related to optics. Two high school classes participated in this study. One class, the treatment group (n=33), which integrated metacognitive prompts into the simulation-based inquiry, was compared to the other class, the control group (n=34), which received only simulation-based inquiry. Students' conceptual understanding, integrated science process skills, confidence judgment, and inquiry performance were measured using a multiple-choice pretest and post-test and worksheets. The results show that the students' conceptual understanding and confidence judgments on conceptual understanding in both groups significantly increased from the pretest to the post-test. Incorporating metacognitive scaffolds into inquiry-based learning better facilitated the improvement of integrated science process skills as well as the confidence judgment on the process skills, especially in the more complex tasks. The metacognitive scaffolding could be applied to various inquiry activities to enhance students' control of variables, data interpretation, and graph comprehension.
Physical Review Physics Education Research: Volume 17, Issue 2, Pages 020108
Subjects Levels Resource Types
Education - Applied Research
- Technology
= Multimedia
Education - Basic Research
- Cognition
= Cognition Development
- Learning Theory
= Cognitive Apprenticeship
- Problem Solving
= Metacognition
= Processes
= Representational Use
- Sample Population
= Age
- Student Characteristics
= Skills
General Physics
- Physics Education Research
Optics
- Diffraction
- Geometrical Optics
- Interference
= Interference From Two Sources
- High School
- Reference Material
= Research study
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This material is released under a Creative Commons Attribution 4.0 license.
Rights Holder:
American Physical Society
DOI:
10.1103/PhysRevPhysEducRes.17.020108
Keywords:
cognitive theory, lenses, narrow-slit diffraction, reflection, refraction
Record Creator:
Metadata instance created November 10, 2021 by Lyle Barbato
Record Updated:
January 25, 2022 by Lyle Barbato
Last Update
when Cataloged:
August 13, 2021
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AIP Format
H. Wang, S. Chen, and M. Yen, Phys. Rev. Phys. Educ. Res. 17 (2), 020108 (2021), WWW Document, (https://doi.org/10.1103/PhysRevPhysEducRes.17.020108).
AJP/PRST-PER
H. Wang, S. Chen, and M. Yen, Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry, Phys. Rev. Phys. Educ. Res. 17 (2), 020108 (2021), <https://doi.org/10.1103/PhysRevPhysEducRes.17.020108>.
APA Format
Wang, H., Chen, S., & Yen, M. (2021, August 13). Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry. Phys. Rev. Phys. Educ. Res., 17(2), 020108. Retrieved May 23, 2022, from https://doi.org/10.1103/PhysRevPhysEducRes.17.020108
Chicago Format
Wang, H, S. Chen, and M. Yen. "Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry." Phys. Rev. Phys. Educ. Res. 17, no. 2, (August 13, 2021): 020108, https://doi.org/10.1103/PhysRevPhysEducRes.17.020108 (accessed 23 May 2022).
MLA Format
Wang, Hong-Syuan, Sufen Chen, and Miao-Hsuan Yen. "Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry." Phys. Rev. Phys. Educ. Res. 17.2 (2021): 020108. 23 May 2022 <https://doi.org/10.1103/PhysRevPhysEducRes.17.020108>.
BibTeX Export Format
@article{ Author = "Hong-Syuan Wang and Sufen Chen and Miao-Hsuan Yen", Title = {Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry}, Journal = {Phys. Rev. Phys. Educ. Res.}, Volume = {17}, Number = {2}, Pages = {020108}, Month = {August}, Year = {2021} }
Refer Export Format

%A Hong-Syuan Wang %A Sufen Chen %A Miao-Hsuan Yen %T Effects of metacognitive scaffolding on students' performance and confidence judgments in simulation-based inquiry %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %D August 13, 2021 %P 020108 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020108 %O application/pdf

EndNote Export Format

%0 Journal Article %A Wang, Hong-Syuan %A Chen, Sufen %A Yen, Miao-Hsuan %D August 13, 2021 %T Effects of metacognitive scaffolding on students' performance and confidence judgments in simulation-based inquiry %J Phys. Rev. Phys. Educ. Res. %V 17 %N 2 %P 020108 %8 August 13, 2021 %U https://doi.org/10.1103/PhysRevPhysEducRes.17.020108


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