Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students

White, Barbara Y.; Frederiksen, John R.

doi:10.1207/s1532690xci1601_2

Cited by 1,022 publications

(744 citation statements)

References 53 publications

Supporting

Mentioning

673

Contrasting

Unclassified

Order By: Relevance

“…Peer evaluation can help student assessors reßect on a series of criteria that indicate the good quality of the artifact involved in the learning task and later apply those criteria to their own task (Linn & Eylon, 2006;White & Frederiksen, 1998. Research shows that peer evaluation such as reßective assessment helps students improve the quality of their artifacts (White & Frederiksen, 1998 and the scores of younger and lower achieving students in achievement tests (White & Frederiksen, 1998. Moreover, peer evaluation allows students to understand that their models or artifacts need to be evaluated and improved toward valid scientiÞc models (Schwarz & White, 2005).…”

Section: Our Predictionsmentioning

confidence: 99%

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

2009

View full text Add to dashboard Cite

ABSTRACT:In this study, we investigated whether the understanding of the particulate nature of matter by students was improved by allowing them to design and evaluate molecular animations of chemical phenomena. We developed Chemation, a learner-centered animation tool, to allow seventh-grade students to construct ßipbook-like simple animations to show molecular models and dynamic processes. Eight classes comprising 271 students were randomly assigned to three treatments in which students used Chemation to (1) design, interpret, and evaluate animations, (2) only design and interpret animations, or (3) only view and interpret teacher-made animations. We employed 2-factor analysis of covariance and calculated effect sizes to examine the impact of the three treatments on student posttest performances and on student-generated animations and interpretations during class. We used the pretest data as a covariate to reduce a potential bias related to students' prior knowledge on their learning outcomes. The results indicate that designing animations coupled with peer evaluation is effective at improving student learning with instructional animation. On the other hand, the efÞcacy of allowing students to only design animations without peer evaluation is questionable compared with allowing students to view animations.

show abstract

Section: Our Predictionsmentioning

confidence: 99%

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

2009

View full text Add to dashboard Cite

show abstract

“…For instance, Chi et al (1989) found that students who engaged in self-explanations, engaged in more self-monitoring activities, and tended to be better problem solvers. White and Frederiksen (1998) found that low achieving students showed learning gains when engaged in metacognitive reflection. Metacognition has also been identified as a critical component of self-regulated learning (Butler et al, 2011).…”

Section: Introductionmentioning

confidence: 99%

Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

Channa¹,

Abassi²,

John³

et al. 2018

IJEL

View full text Add to dashboard Cite

The paper investigates the use of metacognitive strategies by first year engineering students at the time of classroom practice on reading text. The study was conducted in four engineering departments of a university in Pakistan. Data was collected through focus group interviews of first year engineering students. The researchers developed interview questions which were validated by two experts at university Malaysia Sarawak. Students were divided into 8 groups and each group had 5 informants. The data was recorded in audio-tape and organized gathered data through NVivo version 8 for interpretation of the results. The most important themes were generated through data analysis including thinking through images of the texts, selecting the main ideas, selecting the topic sentences, scanning of the texts, summarizing of the texts, and Questioning. The study contributed theoretically by giving the most promising results which showed that more than half of these groups used metacognitive strategies in classroom reading practice while less than half of groups did not use strategies and remained poor in reading comprehension. This study proposed to develop reading comprehension courses and syllabus based on reading strategies for engineering students.

show abstract

“…Next, some studies showed the necessity of metacognition for students to develop scientific knowledge through exploration (Chinn & Malhotra, 2002;White & Frederiksen, 1998). It was also a key in learning transfer and it can let students learn the learning method (Bransford & Schwartz, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

The Use of Teaching Model Associating Situated Interesting and Metacognition to Enhance the Scientific Inquiry Ability of Eighth Grade Low Achievement Students

Hung¹,

K²,

Pan³

2017

UCER-A

View full text Add to dashboard Cite

The main objective of this study is to design teaching model associating situated interesting and metacognition to enhance the performance of scientific learning of low achievement eighth grade student in scientific inquiry ability.In this study, quasi-experimental design was used and five eighth grade classes were selected respectively for the experimental group and the control group, which were respectively 153 students. Meanwhile, the score of physical science of the second semester of seventh grade was used as the grouping basis to divide the high, medium, and low achievement students of the experiment group and the control group. The teaching treatment period was the first semester of seventh grade for a total of three months. The experiment group received the teaching model designed by this study while the control group received traditional lecture instruction. Both groups of students were conducted with pre-test of scientific inquiry ability test before teaching, middle-test was conducted one and a half months after teaching, and post-test was conducted after teaching. There were 10 questions in the scientific inquiry ability test, including six recognizing scientific inquiry and four identifying controlled experiments, which Kuder-Richardson (KR) 20 reliability was 0.674 and re-test reliability was 0.628. In the data analysis, pre-test was used as covariate. Middle-and post-test performance was used respectively as dependent variable to conduct multi-variate analysis of covariance (ANCOVA). It was found from the research result that: 1. The scientific inquiry performance of low achievement student of the experiment group after teaching did not show any difference with student of middle and high achievement in the control group. However, it was still lower than the performance of middle and high achievement student in the experiment group; 2. After teaching, low achievement student of the experiment group did not show any difference in recognizing scientific inquiry to the high achievement student in the control group. However, in the identifying controlled experiment, it only showed no difference to the middle achievement student in the control group and such result explained that, relative to identifying controlled experiment, low achievement student in the experiment group showed better progress in recognizing scientific inquiry; and 3. From the above result, it was found that controlled experiment was an item that low achievement student showed slower progress and higher learning difficulty.

show abstract

Inquiry, Modeling, and Metacognition: Making Science Accessible to All Students

Cited by 1,022 publications

References 53 publications

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

The impact of designing and evaluating molecular animations on how well middle school students understand the particulate nature of matter

Reading Comprehension and Metacognitive Strategies in First Year Engineering University Students in Pakistan

The Use of Teaching Model Associating Situated Interesting and Metacognition to Enhance the Scientific Inquiry Ability of Eighth Grade Low Achievement Students

Contact Info

Product

Resources

About