元认知判断在小学生细胞理论学习中的作用

IF 1 4区教育学 Q3 BIOLOGY

Journal of Biological Education Pub Date : 2023-09-11 DOI:10.1080/00219266.2023.2237032

Oscar Eugenio Tamayo Alzate, Paula Andrea Herrera Flórez, Claudia Romero Villegas

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引用次数: 1

摘要

理解元认知判断在科学学习中的作用对教学过程和学习过程的质量都有重要的贡献。我们提出了教育中两个重要的理论范畴:元认知判断和细胞理论学习之间存在的一些关系。这项研究是在哥伦比亚佩雷拉市一所公立学校的六年级学生中通过混合研究设计进行的。结果表明，随着教学单元的发展，学生们对细胞和细胞理论的解释模型有所完善。他们的论点更有力、更连贯，而他们的元认知判断显示出不同程度的自信，这种自信随着时间的推移而提高。

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Metacognitive judgements in the learning of cellular theory in elementary school students

Understanding the role of metacognitive judgements in science learning can significantly contribute to the qualification of both teaching and learning processes. We present some of the existing relationships between two important theoretical categories in education: metacognitive judgements and cellular theory learning. The research was conducted with sixth graders from a public school in the city of Pereira, Colombia through a mixed research design. The results show that as the didactic unit was developed, students qualified their explanatory models about the cell and cellular theory. Their arguments were stronger and more coherent, while their metacognitive judgements displayed different levels of confidence, which improved over the course of time.

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来源期刊

Journal of Biological Education 生物-生物学

CiteScore

3.00

自引率

27.30%

发文量

审稿时长

>12 weeks

期刊介绍： Journal of Biological Education is firmly established as the authoritative voice in the world of biological education. The journal aims to bridge the gap between research and practice, providing information, ideas and opinion, in addition to critical examinations of advances in biology research and teaching. Through the coverage of policy and curriculum developments, the latest results of research into the teaching, learning and assessment of biology are brought to the fore. Special emphasis is placed on research relevant to educational practice, guided by educational realities in systems, schools, colleges and universities. Papers that are theoretically informed and methodologically rigorous are welcomed.