元认知知识外显教学对学生科学探究能力的影响——一项基于虚拟仿真科学实验的实证研究  

The Effects of Explicit Instruction in Metacognitive Knowledge on Students’Scientific Inquiry Skills-An Empirical Study Based on Virtual Laboratories

作　　者：陈娟娟 李欣宇 颜石珍 Chen Juanjuan;Li Xinyu;Yan Shizhen(College of Education,Zhejiang University,Hangzhou Zhejiang 310028;Wenhai Middle School,Hangzhou Zhejiang 310018)

机构地区：[1]浙江大学教育学院,浙江杭州310012 [2]杭州市文海中学,浙江杭州310018

出　　处：《远程教育杂志》2025年第1期57-65,93,共10页Journal of Distance Education

基　　金：2023年国家自然科学基金面上项目“K12学生科学建模中多层次科学思维的智能评测及干预技术研究”(项目编号:62377042);2023年度中央高校基本科研业务费专项项目“基于复杂科学的高阶思维智能评价”(项目编号:S20230003)的研究成果。

摘　　要：随着新技术的不断发展,虚拟仿真科学实验逐渐融入科学探究式学习环境,成为培养学生科学探究能力的重要途径。当前研究发现,中学生在科学探究方面普遍存在困难,而元认知知识水平不足是导致学生科学探究能力薄弱的重要因素之一。外显教学是一种教师直接、具体地向学生传授某一方面明确知识的教学方式。科学探究的元认知知识外显教学,即向学生明确提供科学探究相关的元认知知识。研究结果表明,在基于虚拟仿真科学实验的科学探究式学习中,元认知知识外显教学对学生的元认知知识水平和科学探究能力均具有显著的促进作用,且学生的元认知知识水平是其科学探究能力的重要预测因素。因此,在实际的教学情境中,教师应加强对元认知知识及外显教学方式的重视,在提升学生元认知知识水平的基础上培养其科学探究能力;同时,未来的研究也需要更多地关注科学探究式学习中元认知知识的作用,并在科学探究式学习的各个阶段检验元认知知识外显教学的效果。With the continuous development of new technologies,virtual simulation laboratories have been increasingly integrated into inquiry-based learning environments,becoming an important approach to enhancing students’scientific inquiry skills.Current research indicates that middle school students commonly face difficulties in scientific inquiry,with insufficient metacognitive knowledge being a primary factor contributing to their limited abilities in this area.Explicit instruction is a teaching approach in which teachers directly provide students with the necessary knowledge in a particular area.In this study,the explicit instruction of metacognitive knowledge involves directly teaching students metacognitive strategies relevant to scientific inquiry.The results show that in virtual laboratory-based inquiry learning,explicit instruction of metacognitive knowledge significantly improved both student’metacognitive knowledge and their scientific inquiry skills.Furthermore,students’levels of metacognitive knowledge serve as a crucial predictor of their scientific inquiry abilities.Therefore,teachers should be more aware of metacognitive knowledge and provide explicit instruction in practice.By enhancing students’metacognitive knowledge,their scientific inquiry skills can be further developed.Additionally,future research should focus more on the role of metacognitive knowledge in inquiry-based learning and evaluate the effectiveness of explicit instruction at different stages of the inquiry process.

关 键 词：科学探究能力 元认知知识 外显教学 虚拟仿真科学实验 

分 类 号：G420[文化科学—课程与教学论]