远程教育杂志2025，Vol.43Issue(1)：57-65,93,10.DOI:10.15881/j.cnki.cn33-1304/g4.2025.01.006
元认知知识外显教学对学生科学探究能力的影响
The Effects of Explicit Instruction in Metacognitive Knowledge on Students'Scientific Inquiry Skills
摘要
Abstract
With the continuous development of new technologies,virtual simulation laboratories have been increasingly inte-grated 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 cru-cial predictor of their scientific inquiry abilities.Therefore,teachers should be more aware of metacognitive knowledge and provide ex-plicit 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 ef-fectiveness 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Key words
Scientific inquiry skills/Metacognitive knowledge/Explicit instruction/Virtual laboratories分类
社会科学引用本文复制引用
陈娟娟,李欣宇,颜石珍..元认知知识外显教学对学生科学探究能力的影响[J].远程教育杂志,2025,43(1):57-65,93,10.基金项目
本文系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. （项目编号:62377042）
