EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY

Eylem Yıldız Feyzioğlu; Ercan Akpinar; Nilgün Tatar

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EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY

Title	EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY
Publication Type	Journal Article
Year of Publication	2018
Authors	Feyzioğlu, EY, Akpinar, E, Tatar, N
Journal	Journal of Baltic Science Education
Volume	17
Issue	1
Start Page	43-64
Pagination	Continuous
Date Published	February/2018
Type of Article	Original article
ISSN	1648-3898
Other Numbers	E-ISSN 2538-7138
Keywords	metacognition prompt, science teaching, technology-enhanced learning
Abstract	The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data collection tools in this research. In addition, Essay Questions on the Learning Platform and the self-explanations of students in the learning platform database were also used in the experimental group. The pre-test and post-test comparisons regarding the Metacognition Scale for the group showed that the students in the experimental group had significantly higher post-test scores compared to control group students in terms of the control and monitoring subscales. The results of the essay questions on static and current electricity revealed an important difference between the groups favoring learning platform. The views of the students about the software support these results. The conclusions drawn by the research led to recommendations for researchers about the metacognitive prompts to be employed in technology-enhanced learning platforms.
URL	http://oaji.net/articles/2017/987-1519059947.pdf
DOI	10.33225/jbse/18.17.43
Refereed Designation	Refereed
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