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Schwartz Liron Adler Idit Madjar Nir Zion Michal 《Journal of Science Education and Technology》2021,30(4):582-593
Journal of Science Education and Technology - Engaging students in inquiry is a key component in order to fulfill essential goals in science education. To achieve successful engagement in inquiry... 相似文献
153.
Adina Shamir Michal Zion Ornit Spector_Levi 《Journal of Science Education and Technology》2008,17(4):384-398
The main objective of the study reported was to explore the effect on young children’s critical thinking of a peer-tutoring
training embedded with the metacognitive processes required for problem-based learning and, consequently, for critical thinking.
The sample consisted of 90 first- and third-grade pupils (45 pairs) randomly assigned to the experimental or control group.
The experimental tutors received the Peer Mediation training, an intervention containing embedded metacognitive processes.
The control children received a general preparation for peer-assisted learning. Following their respective preparations, all
the children participated in a peer-tutoring condition, videotaped for 25 min and subsequently analyzed with an adaptation
of the Newman et al. (Interpers Comput Technol 3(2):56–77, 1995) content analysis instrument. Analysis of the discourse conducted
during the tutoring session indicated that the tutors and tutees in the experimental groups exhibited greater depth of critical
thinking, demonstrated in the higher Quality of Discourse Ratio calculated, than did the tutors and tutees in the control
group. The findings supported previous results showing the efficacy of the Peer Mediation for Young Children mediation-training program, with its embedded metacognitive competencies, for reinforcing young children’s higher-order thinking.
Implications for educators are discussed. 相似文献
154.