Supporting problem-solving performance in a hypermedia learning environment: The role of students' prior knowledge and metacognitive skills

Date

2012-07-01

Author

Tokel, Saniye Tuğba

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

234
views

0
downloads

This study investigated how students with different prior knowledge and metacognitive skills benefited from continuous and faded domain-general and domain-specific scaffolds. Students' scores on a multiple-choice pretest, inventory of metacognitive self-regulation, and solution forms were analyzed. Results indicated that while students with lower regulation of cognition and objectivity benefited more from the domain-general scaffolds than the domain-specific ones, students with lower prior knowledge, knowledge of cognition, and problem representation took advantage of both domain-general and domain-specific conditions. Moreover, while students with lower prior knowledge, regulation of cognition, and problem representation took advantage of both continuous and faded domain-general scaffolds, students with lower knowledge of cognition and objectivity benefited more from the domain-general continuous conditions. In addition, students with lower prior knowledge, knowledge of cognition, and objectivity might have difficulties when the domain-specific conditions are faded. On the other hand, results of the study suggested that scaffolds did not substantially benefit the students with higher prior knowledge and higher metacognitive skills.

Subject Keywords

Problem-solving, Scaffolding, Prior knowledge, Metacognition

URI

https://hdl.handle.net/11511/39943

Journal

COMPUTERS IN HUMAN BEHAVIOR

DOI

https://doi.org/10.1016/j.chb.2012.01.026

Collections

Department of Computer Education and Instructional Technology, Article

Suggestions

OpenMETU
Core

Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment Tokel, Saniye Tuğba (2010-10-01) This study investigated the effects of domain-general and domain-specific scaffolds with different levels of support, continuous and faded, on learning of scientific content and problem-solving. Students' scores on a multiple-choice pretest, posttest, and four recommendation forms were analyzed. Students' content knowledge in all conditions significantly increased from pretest to posttest. However, the continuous domain-specific condition outperformed the other conditions on the posttest. Although domain-ge...
Improving achievement through problem-based learning Sungur, Semra; Öztekin, Ceren; Geban, Ömer (Informa UK Limited, 2006-09-01) In this study, the effect of problem-based learning on students' academic achievement and performance skills in a unit on the human excretory system was investigated. Sixty-one 10th grade students, from two full classes instructed by the same biology teacher, were involved in the study. Classes were randomly assigned as either the experimental or the control group and were pre- and post-tested to determine their academic achievement and performance skills before and after the treatment. The experimental gro...
Exploring the Effects of Science Writing Heuristic Approach on 8th Grade Students Metacognition Tucel, Tuğçe; Çakıroğlu, Jale; Öztekin, Ceren (2015-09-04) The purpose of this study was to explore the effects of Science Writing Heuristic (SWH) approach on middle school students' metacognition. For this purpose, a quasi-experimental research design, the non-equivalent control group post-test only design was used with the aim to compare the experimental and the comparison groups mean difference with respect to dependent variables. 60 eight grade students with a mean age of 14 years in two classes selected from one public school in an urban area. One class was ra...
Promoting Conceptual Understanding with Explicit Epistemic Intervention in Metacognitive Instruction: Interaction Between the Treatment and Epistemic Cognition Yerdelen-Damar, Sevda; Eryılmaz, Ali (2021-04-01) This study investigated the effect of the metacognitive instruction in which students’ epistemic cognitions were explicitly addressed, on tenth-grade students’ conceptual understandings regarding force and motion. The participants of the study included 107 (49 female, 58 male) tenth-grade students at two public high schools. A quasi-experimental design was employed. Two intact classes of each school were randomly assigned to the experimental and control groups. The Force and Motion Conceptual Tests I and II...
Community Service Learning and the Emergence of Systems Thinking: A Teacher Education Project in an Urban Setting in Turkey Karaman, Abdullah Cendel (Springer Science and Business Media LLC, 2014-10-01) This study explores how community service learning experiences are reflected in the cognition of prospective teachers. Initial thoughts related to the experience are analyzed in relation the emerging thoughts throughout and after the experience. The study explored the thoughts of 15 prospective foreign language teachers related to their participation in a community project. The participants tutored students with visual disabilities at a learning center in an urban setting in Turkey. As part of the community...

Citation Formats

S. T. Tokel, “Supporting problem-solving performance in a hypermedia learning environment: The role of students’ prior knowledge and metacognitive skills,” COMPUTERS IN HUMAN BEHAVIOR, pp. 1162–1169, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/39943.