An Empirical Study on the Impact of Metacognitive Scaffolding on Scientific Concept Learning in Virtual Science Inquiry Among Senior Primary School Students
Scientific concept learning is a crucial component of core competencies in science education.Virtual science inquiry platforms,integrating the"Predict-Observe-Explain"(POE)strategy,effectively support learners in acquiring scientific concepts through inquiry-based learning.However,due to the absence of face-to-face guidance in virtual inquiry environments,metacognitive scaffolding becomes particularly important.This study investigates the effects and underlying mechanisms of metacognitive scaffolding on scientific concept learning in virtual science inquiry among senior primary school students.Two experimental conditions(with and without metacognitive scaffolding)were used as independent variables,while learning outcomes in scientific concepts(including recognition,understanding,and transfer)and confidence judgments served as dependent variables.The findings revealed that metacognitive scaffolding significantly enhances students'understanding and transfer of scientific concepts,as well as their confidence in concept learning.Mediation analysis further suggests that metacognitive scaffolding partially improves students'transfer performance by boosting their confidence in concept transfer.These results provide valuable insights for the design and educational application of metacognitive scaffolding in virtual science inquiry activities.
万方数据
维普
