Effectiveness of Design-Based Science on Students' Learning in Electrical Energy and Metacognitive Self-Regulation
Küçük Resim Yok
Tarih
2019
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Springer
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study investigates the effect of design-based science (DBS) instruction on students' learning of electrical energy and students' metacognitive strategy use in science. Two classes of seventh-grade students participated in the study. DBS instruction was used in the treatment group, while the comparison group was taught the unit with curriculum-oriented science instruction (COSI). Mixed between/within subjects, ANOVA results suggest that at the beginning of the study, there was no difference between the treatment and comparison groups in terms of electrical energy learning or metacognitive self-regulation. At the end of the study, students in the DBS group outperformed students in the COSI group in electrical energy learning. Students in both groups had increased understanding of electrical energy; however, the improvement levels were much higher in the DBS group than in the COSI group. At the end of the study, the DBS group also reported higher levels of monitoring strategy use than the COSI group, while there was no difference between the groups in terms of planning and regulation strategies. Furthermore, the DBS group showed improvement in all metacognitive learning strategy components, whereas no change was detected in the COSI group. Thus, it seems that DBS contributed to students' learning in electrical energy and enhanced their metacognitive self-regulation in science more than COSI. Additionally, students in the DBS group generally thought positively about the influences of DBS instruction on their science learning. They identified similarities between DBS processes and activities engineers use in real life.
Açıklama
Anahtar Kelimeler
Electrical energy, Design-based science, Metacognitive self-regulation, Middle school, Science learning
Kaynak
International Journal of Science and Mathematics Education
WoS Q Değeri
Q3
Scopus Q Değeri
Q1
Cilt
17
Sayı
6
