Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes
Sabina Eggert; Frauke Ostermeyer; Marcus Hasselhorn; Susanne Bögeholz · 2013 · Education Research International
WASTE classifies this as Negative / Null Result Report · AI classification, approximate
The study found no significant effect — useful as a negative control or null benchmark for your own design.
Abstract
The purpose of the present study was to examine the effects of cooperative training strategies to enhance students' socioscientific decision making as well as their metacognitive skills in the science classroom. Socioscientific decision making refers to both “describing socioscientific issues” as well as “developing and evaluating solutions” to socioscientific issues. We investigated two cooperative training strategies which differed with respect to embedded metacognitive instructions that were developed on the basis of the IMPROVE method. Participants were 360 senior high school students who
Abstract by Sabina Eggert; Frauke Ostermeyer; Marcus Hasselhorn; Susanne Bögeholz, Education Research International (2013) — licensed CC BY 4.0.
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Metadata source: OpenAlex · DOI 10.1155/2013/309894