Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry

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...

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Autores principales:	Hong-Syuan Wang, Sufen Chen, Miao-Hsuan Yen
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/b97f9ee592a943c78c133449bf174408
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spelling	oai:doaj.org-article:b97f9ee592a943c78c133449bf1744082021-12-02T16:25:16ZEffects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry10.1103/PhysRevPhysEducRes.17.0201082469-9896https://doaj.org/article/b97f9ee592a943c78c133449bf1744082021-08-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020108http://doi.org/10.1103/PhysRevPhysEducRes.17.020108https://doaj.org/toc/2469-9896This 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.Hong-Syuan WangSufen ChenMiao-Hsuan YenAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020108 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Hong-Syuan Wang Sufen Chen Miao-Hsuan Yen Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
description	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.
format	article
author	Hong-Syuan Wang Sufen Chen Miao-Hsuan Yen
author_facet	Hong-Syuan Wang Sufen Chen Miao-Hsuan Yen
author_sort	Hong-Syuan Wang
title	Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
title_short	Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
title_full	Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
title_fullStr	Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
title_full_unstemmed	Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
title_sort	effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/b97f9ee592a943c78c133449bf174408
work_keys_str_mv	AT hongsyuanwang effectsofmetacognitivescaffoldingonstudentsperformanceandconfidencejudgmentsinsimulationbasedinquiry AT sufenchen effectsofmetacognitivescaffoldingonstudentsperformanceandconfidencejudgmentsinsimulationbasedinquiry AT miaohsuanyen effectsofmetacognitivescaffoldingonstudentsperformanceandconfidencejudgmentsinsimulationbasedinquiry
_version_	1718384076918882304

Effects of metacognitive scaffolding on students’ performance and confidence judgments in simulation-based inquiry

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