Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.

ABSTRACT: Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy

SUBMITTER: Hartelt T 

PROVIDER: S-EPMC11534677 | biostudies-literature | 2024

REPOSITORIES: biostudies-literature