The Effects of Metacognitive Scaffolding on Scientific Concept Learning in Senior Primary Students in the Context of Virtual Scientific Inquiry: An Empirical Study

Abstract

 Scientific concept study is an essential component of science education. A virtual scientific inquiry platform is an effective device for facilitating students grasping scientific concepts through inquiry-based learning. In a virtual scientific inquiry setting, metacognitive scaffolding that integrates the “predict-observe-explain” (POE) strategy can play an exceptionally significant role, given the absence of face-to-face tutoring from the teacher. Adopting experimental research design, this study seeks to investigate the effects of metacognitive scaffolding on scientific concept learning in senior primary school students in the context of virtual scientific inquiry.