Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment
The study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked metacognitive understanding necessary for optimal inquiry learning (Keselman & Kuhn, 2002; Kuhn, 2002a;...
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| Format: | Article |
| Language: | English |
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University of Rijeka
2014-04-01
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| Series: | Psychological Topics |
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| Online Access: | https://pt.ffri.hr/pt/article/view/188 |
| _version_ | 1819062820920098816 |
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| author | Zrinka Ristić Dedić |
| author_facet | Zrinka Ristić Dedić |
| author_sort | Zrinka Ristić Dedić |
| collection | DOAJ |
| description | The study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked metacognitive understanding necessary for optimal inquiry learning (Keselman & Kuhn, 2002; Kuhn, 2002a; Kuhn, Black, Keselman, & Kaplan, 2000), but demonstrated that engagement with inquiry tasks may improve it (Keselman, 2003; Kuhn & Pearsall, 1998).
The aim of the study is to investigate the gains in metacognitive knowledge that occur as a result of repeated engagement with an inquiry learning task, and to examine the relationship between metacognitive knowledge and performance on the task.
The participants were 34 eighth grade pupils, who participated in a self-directed experimentation task using the FILE programme (Hulshof, Wilhelm, Beishuizen, & van Rijn, 2005). The task required pupils to design and conduct experiments and to make inferences regarding the causal structure of a multivariable system. Pupils participated in four learning sessions over the course of one month. Metacognitive knowledge was assessed by the questionnaire before and after working in FILE.
The results indicate that pupils improved in metacognitive knowledge following engagement with the task. However, many pupils showed insufficient metacognitive knowledge in the post-test and failed to apply newly achieved knowledge to the transfer task. Pupils who attained a higher level of metacognitive knowledge were more successful on the task than pupils who did not improve on metacognitive knowledge. A particular level of metacognitive understanding is a necessary, but not sufficient condition for successful performance on the task. |
| first_indexed | 2024-12-21T15:04:52Z |
| format | Article |
| id | doaj.art-7b84650a15d2492e9af929cca5396e6d |
| institution | Directory Open Access Journal |
| issn | 1332-0742 |
| language | English |
| last_indexed | 2024-12-21T15:04:52Z |
| publishDate | 2014-04-01 |
| publisher | University of Rijeka |
| record_format | Article |
| series | Psychological Topics |
| spelling | doaj.art-7b84650a15d2492e9af929cca5396e6d2022-12-21T18:59:30ZengUniversity of RijekaPsychological Topics1332-07422014-04-01231Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning EnvironmentZrinka Ristić Dedić0Centre for Educational Research and Development, Institute for Social Research in Zagreb, CroatiaThe study examines two components of metacognitive knowledge in the context of inquiry learning: metatask and metastrategic. Existing work on the topic has shown that adolescents often lacked metacognitive understanding necessary for optimal inquiry learning (Keselman & Kuhn, 2002; Kuhn, 2002a; Kuhn, Black, Keselman, & Kaplan, 2000), but demonstrated that engagement with inquiry tasks may improve it (Keselman, 2003; Kuhn & Pearsall, 1998). The aim of the study is to investigate the gains in metacognitive knowledge that occur as a result of repeated engagement with an inquiry learning task, and to examine the relationship between metacognitive knowledge and performance on the task. The participants were 34 eighth grade pupils, who participated in a self-directed experimentation task using the FILE programme (Hulshof, Wilhelm, Beishuizen, & van Rijn, 2005). The task required pupils to design and conduct experiments and to make inferences regarding the causal structure of a multivariable system. Pupils participated in four learning sessions over the course of one month. Metacognitive knowledge was assessed by the questionnaire before and after working in FILE. The results indicate that pupils improved in metacognitive knowledge following engagement with the task. However, many pupils showed insufficient metacognitive knowledge in the post-test and failed to apply newly achieved knowledge to the transfer task. Pupils who attained a higher level of metacognitive knowledge were more successful on the task than pupils who did not improve on metacognitive knowledge. A particular level of metacognitive understanding is a necessary, but not sufficient condition for successful performance on the task.https://pt.ffri.hr/pt/article/view/188metacognitive knowledgeinquiry learninginquiry skillsmetacognitive skillsknowledge acquisition |
| spellingShingle | Zrinka Ristić Dedić Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment Psychological Topics metacognitive knowledge inquiry learning inquiry skills metacognitive skills knowledge acquisition |
| title | Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment |
| title_full | Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment |
| title_fullStr | Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment |
| title_full_unstemmed | Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment |
| title_short | Metacognitive Knowledge in Relation to Inquiry Skills and Knowledge Acquisition Within a Computer-Supported Inquiry Learning Environment |
| title_sort | metacognitive knowledge in relation to inquiry skills and knowledge acquisition within a computer supported inquiry learning environment |
| topic | metacognitive knowledge inquiry learning inquiry skills metacognitive skills knowledge acquisition |
| url | https://pt.ffri.hr/pt/article/view/188 |
| work_keys_str_mv | AT zrinkaristicdedic metacognitiveknowledgeinrelationtoinquiryskillsandknowledgeacquisitionwithinacomputersupportedinquirylearningenvironment |