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Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution
(2024-02-28)
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: ...