This study aimed to investigate the effect of different analogical reasoning with metacognition on undergraduates’ thermodynamic concepts construction and their analogical reasoning ability. In addition, the study explored the relationship between the process of undergraduates’ thermodynamic concepts construction and analogical reasoning by employing the eye-tracking technique to collect their eye movement behaviors. A total of 60 undergraduates were recruited to participate in the study and were randomly assigned into the two groups. A half of undergraduates received analogies with initial integration, the others received analogies with initial alignment. Our research instruments included the online multimedia learning courses, thermodynamic concepts test, and analogical reasoning formative test. Moreover, the eye tracker collected students’ data and detect their dynamic cognitive processes. Results showed that undergraduates made statistically significant progress from pre- to post-test on thermodynamic concepts, regardless of received analogies with initial integration or analogies with initial alignment. Similarly, undergraduates’ analogical reasoning ability made statistically significant progress in metacognition phase compared to the cognition phase. It was consistent with their eye movement patterns results that students who received with initial alignment materials allocated significantly more attention than those who received with initial integration. The implication of the study may go farther, suggesting that learners’ metacognition influences on their analogical reasoning ability and they have better performance when learning scientific concepts.
|Published - 6 12月 2019
|2019 International Conference of Science Education in Taiwan - NTNU, Taipei City, Taiwan
持續時間: 5 12月 2019 → 6 12月 2019
|2019 International Conference of Science Education in Taiwan
|5/12/19 → 6/12/19