元认知支架对小学高年级虚拟科学探究中科学概念学习影响的实证研究  

An Empirical Study on the Impact of Metacognitive Scaffolding on Scientific Concept Learning in Virtual Science Inquiry Among Senior Primary School Students

作　　者：单美贤 徐睿文 上官晨雨 郑娅峰[2] Shan Meixian;Xu Ruiwen;Shangguan Chenyu;Zheng Yafeng(College of Education Science and Technology,Nanjing University of Posts and Telecommunications,Nanjing 210023,Jiangsu;Center for Educational Science and Technology,Beijing Normal University,Zhuhai 519087,Guangdong)

机构地区：[1]南京邮电大学教育科学与技术学院,江苏南京210023 [2]北京师范大学教育科技中心,广东珠海519087

出　　处：《中国电化教育》2024年第12期73-80,共8页China Educational Technology

基　　金：2024年度国家自然科学基金青年项目“教育神经科学视角下人机协同环境中学习策略的构建及发生机制研究”(项目编号:62407022)、江苏省高校哲学社会科学研究重大项目“iVR学习环境中学习者的认知与情感交互作用机制研究”(项目编号:2023SJZD030)研究成果。

摘　　要：科学概念学习是科学教育核心素养的重要组成部分,融入“预测-观察-解释”策略(POE策略)的虚拟科学探究平台能够有效支持学习者通过科学探究学习科学概念。然而,由于虚拟科学探究环境中缺乏面对面的指导,元认知支架显得尤为关键。为了考察元认知支架对小学高年级虚拟科学探究中科学概念学习影响及其机制,以两种实验条件(有元认知支架、无元认知支架)为自变量,以科学概念学习结果(包括再认、理解和迁移)、信心判断为因变量,考察元认知支架对小学高年级虚拟科学探究中科学概念学习影响。研究结果表明:元认知支架能够显著提高小学高年级学生对科学概念的理解和迁移,且显著提高其对于科学概念学习的信心判断。中介效应分析进一步发现,元认知支架能够部分通过提高小学高年级学生对科学概念迁移的信心判断来提高其迁移成绩。研究结果为虚拟科学探究活动中元认知支架的设计及教育应用提供了重要参考。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.

关 键 词：虚拟科学探究 科学概念学习 元认知支架 信心判断 

分 类 号：G434[文化科学—教育学]