Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment

Wen Xin Zhang, Ying-Shao Hsu, Chia Yu Wang, Yu Ting Ho

Research output: Contribution to journalArticle

23 Citations (Scopus)

Abstract

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.

Original languageEnglish
Pages (from-to)529-553
Number of pages25
JournalInternational Journal of Science Education
Volume37
Issue number3
DOIs
Publication statusPublished - 2015 Feb 11

Fingerprint

learning environment
student
curriculum
school class
ability
Group
planning
questionnaire

Keywords

  • Inquiry
  • Metacognition
  • Science practices
  • Technology-infused learning

ASJC Scopus subject areas

  • Education

Cite this

Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment. / Zhang, Wen Xin; Hsu, Ying-Shao; Wang, Chia Yu; Ho, Yu Ting.

In: International Journal of Science Education, Vol. 37, No. 3, 11.02.2015, p. 529-553.

Research output: Contribution to journalArticle

@article{f43b4cc75332496a9172d411027b01ae,
title = "Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment",
abstract = "This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.",
keywords = "Inquiry, Metacognition, Science practices, Technology-infused learning",
author = "Zhang, {Wen Xin} and Ying-Shao Hsu and Wang, {Chia Yu} and Ho, {Yu Ting}",
year = "2015",
month = "2",
day = "11",
doi = "10.1080/09500693.2014.996796",
language = "English",
volume = "37",
pages = "529--553",
journal = "International Journal of Science Education",
issn = "0950-0693",
publisher = "Taylor and Francis Ltd.",
number = "3",

}

TY - JOUR

T1 - Exploring the Impacts of Cognitive and Metacognitive Prompting on Students’ Scientific Inquiry Practices Within an E-Learning Environment

AU - Zhang, Wen Xin

AU - Hsu, Ying-Shao

AU - Wang, Chia Yu

AU - Ho, Yu Ting

PY - 2015/2/11

Y1 - 2015/2/11

N2 - This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.

AB - This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n = 26), which received an inquiry-based curriculum with a combination of cognitive and metacognitive prompts, was compared to the other class, the comparison group (n = 25), which received only cognitive prompts in the same curriculum. Data sources included a test of inquiry practices, a questionnaire of metacognition, and worksheets. The results showed that the mixed cognitive and metacognitive prompts had significant impacts on the students’ inquiry practices, especially their planning and analyzing abilities. Furthermore, the mixed prompts appeared to have a differential effect on those students with lower level metacognition, who showed significant improvement in their inquiry abilities. A combination of cognitive and metacognitive prompts during an inquiry cycle was found to promote students’ inquiry practices.

KW - Inquiry

KW - Metacognition

KW - Science practices

KW - Technology-infused learning

UR - http://www.scopus.com/inward/record.url?scp=84922264422&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84922264422&partnerID=8YFLogxK

U2 - 10.1080/09500693.2014.996796

DO - 10.1080/09500693.2014.996796

M3 - Article

AN - SCOPUS:84922264422

VL - 37

SP - 529

EP - 553

JO - International Journal of Science Education

JF - International Journal of Science Education

SN - 0950-0693

IS - 3

ER -