Young adolescents' metacognition and domain knowledge as predictors of hypothesis-development performance in a computer-supported context
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Kim, Hye Jeong | - |
dc.contributor.author | Pedersen, S. | - |
dc.date.available | 2020-07-23T05:23:56Z | - |
dc.date.issued | 2010-08 | - |
dc.identifier.issn | 0144-3410 | - |
dc.identifier.issn | 1469-5820 | - |
dc.identifier.uri | https://scholarworks.bwise.kr/cau/handle/2019.sw.cau/42211 | - |
dc.description.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. | - |
dc.format.extent | 18 | - |
dc.language | 영어 | - |
dc.language.iso | ENG | - |
dc.title | Young adolescents' metacognition and domain knowledge as predictors of hypothesis-development performance in a computer-supported context | - |
dc.type | Article | - |
dc.identifier.doi | 10.1080/01443410.2010.491937 | - |
dc.identifier.bibliographicCitation | Educational Psychology, v.30, no.5, pp 565 - 582 | - |
dc.description.isOpenAccess | N | - |
dc.identifier.wosid | 000279990600005 | - |
dc.identifier.scopusid | 2-s2.0-77954649338 | - |
dc.citation.endPage | 582 | - |
dc.citation.number | 5 | - |
dc.citation.startPage | 565 | - |
dc.citation.title | Educational Psychology | - |
dc.citation.volume | 30 | - |
dc.type.docType | Article | - |
dc.publisher.location | 영국 | - |
dc.subject.keywordAuthor | Computer-based problem-solving | - |
dc.subject.keywordAuthor | Domain knowledge | - |
dc.subject.keywordAuthor | Hypothesis development | - |
dc.subject.keywordAuthor | Ill-structured problem | - |
dc.subject.keywordAuthor | Metacognition | - |
dc.subject.keywordPlus | PROBLEM-SOLVING PROCESSES | - |
dc.subject.keywordPlus | QUESTION PROMPTS | - |
dc.subject.keywordPlus | GENERATION | - |
dc.subject.keywordPlus | ALTERNATIVES | - |
dc.subject.keywordPlus | INFORMATION | - |
dc.subject.keywordPlus | STRATEGIES | - |
dc.subject.keywordPlus | OUTCOMES | - |
dc.subject.keywordPlus | FIT | - |
dc.relation.journalResearchArea | Education & Educational Research | - |
dc.relation.journalResearchArea | Psychology | - |
dc.relation.journalWebOfScienceCategory | Education & Educational Research | - |
dc.relation.journalWebOfScienceCategory | Psychology, Educational | - |
dc.description.journalRegisteredClass | ssci | - |
dc.description.journalRegisteredClass | ahci | - |
dc.description.journalRegisteredClass | scopus | - |
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