Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/7483
Title: Scaffolds to Advance Revision in Science: Meta-Cognitive Knowledge About Revision Versus Generating Content Understanding
Authors: Bennett, Katrina A.
Kaikhosroshvili, Keke
Edelsbrunner, Peter A.
Bichler, Sarah
Keywords: Learning Sciences
Issue Date: Jun-2021
Publisher: International Society of the Learning Sciences
Citation: Bennett, K. A., Kaikhosroshvili, K., Edelsbrunner, P. A., & Bichler, S. (2021). Scaffolds to Advance Revision in Science: Meta-Cognitive Knowledge About Revision Versus Generating Content Understanding. In de Vries, E., Hod, Y., & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021. (pp. 315-322). Bochum, Germany: International Society of the Learning Sciences.
Abstract: We examined whether knowledge about how to revise an explanation or opportunities to deepen content understanding support learners to revise their explanation of a complex science phenomenon. Learners in grades 6 to 10 (N = 147, Mage = 13.20, SD = 0.74) completed an online unit on Global Climate Change and were randomly assigned to one of three conditions (meta-cognitive scaffold, content scaffold, control condition without scaffold). An ordinal mixed-effects regression model showed that learners in the three conditions did not differ substantially in the quality of their revisions. An exploratory analysis indicates that whereas in the meta-cognitive condition the quality of learners’ revisions was not related to their domain-specific prior knowledge, in the content scaffold and control conditions learners with higher prior knowledge produced better revisions. We discuss implications of these findings for practicing revision in science education and for future research.
URI: https://doi.dx.org/10.22318/icls2021.315
https://repository.isls.org//handle/1/7483
Appears in Collections:ISLS Annual Meeting 2021

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