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首页> 外文期刊>Journal of Research in Science Teaching >Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program
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Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program

机译：野外旅行体验中的元认知参与：以游乐园物理课程的学生为例

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摘要

This article reports on a study that investigated students' metacognitive engagement in both out-of-school and classroom settings, as they participated in an amusement park physics program. Students from two schools that participated in the program worked in groups to collectively solve novel physics problems that engaged their individual metacognition. Their conversations and behavioral dispositions during problem-solving were digitally audio-recorded on devices that they wore or placed on the tables where groups worked on the assigned physics problems. The students also maintained reflection journals on the strategies they employed to manage their own understanding as well as learning processes. Prior to the amusement park physics discourse, the students completed a specially developed questionnaire instrument. This provided signposts of the students' metacognitive engagement during group problem-solving at the park and subsequent related physics learning tasks back in the classroom. This data, added to field notes arising from observations, and formal and informal interviews during post-visit learning activities provided the data corpus on the students' metacognitive engagement. Analysis of this data revealed three types of metacognitive engagement during group learning tasks: collaborative and consensus-seeking, highly argumentative, and eclectic, resulting from high levels of dissonance. In both cases, evidence of individual students' deeper understandings, which manifested through students' cognitive and social behaviors, demonstrated the invocation of metacognition to varying degrees. The novel physics problems tackled by the students created situations where discrepancies between their prior knowledge and the direct experiences enabled them to explicate their thinking through dispositions of behavior. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 46: 265-288, 2009
机译：本文报道了一项研究，该研究调查了学生在参加游乐园物理计划时在校外和课堂环境中的元认知活动。参加该计划的两所学校的学生分组合作，共同解决了涉及他们个人元认知的新型物理问题。在解决问题的过程中，他们的对话和行为倾向被数字记录在他们佩戴的设备上，或者放在小组讨论分配的物理问题的桌子上。学生们还对自己用来管理自己的理解和学习过程的策略进行反思。在游乐园物理课程之前，学生们完成了专门开发的问卷调查工具。这为学生在公园解决小组问题以及随后在课堂上进行相关的物理学习任务提供了元认知参与的路标。这些数据被添加到由观察产生的现场注释中，以及在访问后学习活动期间的正式和非正式访谈中，提供了有关学生元认知参与的数据语料库。对这些数据的分析揭示了小组学习任务中的三种元认知参与：协作和寻求共识，高度争论和折衷，这是由高度不和谐引起的。在这两种情况下，通过学生的认知和社会行为所表现出的对学生的深入理解的证据，在不同程度上证明了元认知的激发。学生解决的新的物理问题造成了这样的情况，即他们先前的知识和直接的经验之间的差异使他们能够通过行为的行为来表达自己的思想。 ©2008 Wiley Periodicals，Inc. J Res Sci授课46：265-288，2009

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    《Journal of Research in Science Teaching》 |2009年第3期|265-288|共24页
  • 作者

    Wendy S. Nielsen; Samson Nashon; David Anderson;

  • 作者单位

    Department of Curriculum Studies, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada V6T 1Z4;

    Department of Curriculum Studies, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada V6T 1Z4;

    Department of Curriculum Studies, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada V6T 1Z4;

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