Young adolescents' metacognition and domain knowledge as predictors of hypothesis-development performance in a computer-supported context Academic Article

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.

authors

• Pedersen, Susan

published proceedings

• EDUCATIONAL PSYCHOLOGY

author list (cited authors)

• Kim, H. J., & Pedersen, S.

citation count

• 5

complete list of authors

• Kim, Hye Jeong||Pedersen, Susan

publication date

• August 2010

publisher

• Taylor & Francis  Publisher

published in

• Educational Psychology: an international journal of experimental educational psychology  Journal

keywords

• Computer-based Problem-solving
• Domain Knowledge
• Hypothesis Development
• Ill-structured Problem
• Metacognition

Digital Object Identifier (DOI)

• 10.1080/01443410.2010.491937

start page

• 565

end page

• 582

volume

• 30

issue

• 5

URL

• http://dx.doi.org/10.1080/01443410.2010.491937