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The Interplay of Students' Regulation Learning and Their Collective Decision-Making Performance in a SSI Context
- Source :
-
International Journal of Science Education . 2021 43(11):1746-1778. - Publication Year :
- 2021
-
Abstract
- This study designed a decision-making learning module to engage students in collective decision-making in a collaborative learning environment. The purpose of this study was to explore the interplay of students' regulation learning in groups and their collective decision-making about a socioscientific issue. Thirty-eight 10th-grade students participated in the study. A variety of data were collected to examine the students' collective decision-making and regulation learning while they collaboratively conducted a socioscientific decision-making activity, including worksheets, computer activity recordings, and students' verbal interactions. The results indicated strong associations which showed that students who had sophisticated decision-making in a group tended to have more social shared regulation, and performed more regulation behaviours to refine their collective decision-making. The sequential analysis also indicated that students who manifested the serial nature of regulation processes and goal-driven learning might have exhibited a sophisticated decision-making performance when engaged in collective decision-making. The deficiencies in group interaction identified in this study underscore the need to provide scaffolds for regulation learning in order to refine students' collective decision-making in a SSI context.
Details
- Language :
- English
- ISSN :
- 0950-0693
- Volume :
- 43
- Issue :
- 11
- Database :
- ERIC
- Journal :
- International Journal of Science Education
- Publication Type :
- Academic Journal
- Accession number :
- EJ1310340
- Document Type :
- Journal Articles<br />Reports - Research<br />Tests/Questionnaires
- Full Text :
- https://doi.org/10.1080/09500693.2021.1933250