Datum
2024-02-28Schlagwort
370 Erziehung, Schul- und Bildungswesen 570 Biowissenschaften, Biologie SelbsteinschätzungSelbstregulationStudentStudentinEvolutionVorstellungMetadata
Zur Langanzeige
Aufsatz![](/themes/Mirage2/images/Open_Access_logo_PLoS_transparent.svg)
Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution
Zusammenfassung
Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to selfregulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and selfregulated learning: (a) a formative criteria-referenced self-assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 x 2 factorial (plus an additional control group), pre-post-follow-up-test design in German upper secondary level biology classes (N = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self-assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self-reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post-test indicates that they were indeed metaconceptually aware of and self-regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context.
Zitierform
In: Journal of Research in Science Teaching Volume 61 / Issue 5 (2024-02-28) , S. 1134-1180 ; eissn:1098-2736Förderhinweis
Gefördert im Rahmen des Projekts DEALZitieren
@article{doi:10.17170/kobra-2024062110383,
author={Hartelt, Tim and Martens, Helge},
title={Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution},
journal={Journal of Research in Science Teaching},
year={2024}
}
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2024-06-21T11:42:45Z 2024-06-21T11:42:45Z 2024-02-28 doi:10.17170/kobra-2024062110383 http://hdl.handle.net/123456789/15870 Gefördert im Rahmen des Projekts DEAL eng Namensnennung 4.0 International http://creativecommons.org/licenses/by/4.0/ evolution metacognition self-assessment self-regulated learning student conceptions 370 570 Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution Aufsatz Intuitive conceptions based on cognitive biases (teleology, anthropomorphism, and essentialism) often prove helpful in everyday life while simultaneously being problematic in scientific contexts. Nonetheless, students often have intuitive conceptions of scientific topics such as evolution. As potential approaches to enable students to selfregulate their conceptions in the context of evolution, we investigated the effectiveness of two instructional approaches that are based on metacognition and selfregulated learning: (a) a formative criteria-referenced self-assessment of one's conceptions and (b) instruction on conditional metaconceptual knowledge (metacognitive knowledge about why and in which contexts specific conceptions are appropriate or not). We conducted an experimental intervention study using a 2 x 2 factorial (plus an additional control group), pre-post-follow-up-test design in German upper secondary level biology classes (N = 730). The groups that received one or both interventions had higher conceptual knowledge (i.e., used less intuitive conceptions and/or more scientific conceptions) afterward than those whose conceptions were not addressed: The self-assessment resulted in higher use of scientific conceptions; the instruction on conditional metaconceptual knowledge additionally resulted in lower use of intuitive conceptions based on cognitive biases, more reported thought processes relating to inhibition of cognitive biases, and a better ability to identify inappropriate phrasing based on cognitive biases. No effects were found on students' self-reported metaconceptual awareness and regulation. However, the fact that students inhibited their intuitive conceptions in the post-test indicates that they were indeed metaconceptually aware of and self-regulated their conceptions. The results suggest that students can be taught to become aware of the differences between intuitive and scientific conceptions and to regulate the use of their intuitive conceptions in a scientific context. open access Hartelt, Tim Martens, Helge doi:10.1002/tea.21938 Selbsteinschätzung Selbstregulation Student Studentin Evolution Vorstellung publishedVersion eissn:1098-2736 Issue 5 Journal of Research in Science Teaching 1134-1180 Volume 61 false
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