Influence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolution

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dc.date.accessioned2024-06-21T11:42:45Z
dc.date.available2024-06-21T11:42:45Z
dc.date.issued2024-02-28
dc.description.sponsorshipGefördert im Rahmen des Projekts DEAL
dc.identifierdoi:10.17170/kobra-2024062110383
dc.identifier.urihttp://hdl.handle.net/123456789/15870
dc.language.isoeng
dc.relation.doidoi:10.1002/tea.21938
dc.rightsNamensnennung 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectevolutioneng
dc.subjectmetacognitioneng
dc.subjectself-assessmenteng
dc.subjectself-regulated learningeng
dc.subjectstudent conceptionseng
dc.subject.ddc370
dc.subject.ddc570
dc.subject.swdSelbsteinschätzungger
dc.subject.swdSelbstregulationger
dc.subject.swdStudentger
dc.subject.swdStudentinger
dc.subject.swdEvolutionger
dc.subject.swdVorstellungger
dc.titleInfluence of self-assessment and conditional metaconceptual knowledge on students' self-regulation of intuitive and scientific conceptions of evolutioneng
dc.typeAufsatz
dc.type.versionpublishedVersion
dcterms.abstractIntuitive 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.eng
dcterms.accessRightsopen access
dcterms.creatorHartelt, Tim
dcterms.creatorMartens, Helge
dcterms.source.identifiereissn:1098-2736
dcterms.source.issueIssue 5
dcterms.source.journalJournal of Research in Science Teachingeng
dcterms.source.pageinfo1134-1180
dcterms.source.volumeVolume 61
kup.iskupfalse

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