Young adolescents' metacognition and domain knowledge as predictors of hypothesis-development performance in a computer-supported context
- Authors
- Kim, Hye Jeong; Pedersen, S.
- Issue Date
- Aug-2010
- Keywords
- Computer-based problem-solving; Domain knowledge; Hypothesis development; Ill-structured problem; Metacognition
- Citation
- Educational Psychology, v.30, no.5, pp 565 - 582
- Pages
- 18
- Journal Title
- Educational Psychology
- Volume
- 30
- Number
- 5
- Start Page
- 565
- End Page
- 582
- URI
- https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/42211
- DOI
- 10.1080/01443410.2010.491937
- ISSN
- 0144-3410
1469-5820
- Abstract
- Recently, the importance of ill-structured problem-solving in real-world contexts has become a focus of educational research. Particularly, the hypothesis-development process has been examined as one of the keys to developing a high-quality solution in a problem context. The authors of this study examined predictive relations between young adolescents' metacognition, prior domain knowledge, and hypothesis-development performance in a computer-supported environment. Data were collected from 11-and 12-year-old Korean students (N = 101). A hypothesised model in predicting hypothesis-development performance was evaluated using structural equation modelling. Both metacognition and prior domain knowledge significantly predicted young adolescents' hypothesis-development performance. Implications and limitations of the present study and issues, including the experimental design, are discussed. © 2010 Taylor & Francis.
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