- About this Journal
- Abstracting and Indexing
- Aims and Scope
- Article Processing Charges
- Articles in Press
- Author Guidelines
- Bibliographic Information
- Citations to this Journal
- Contact Information
- Editorial Board
- Editorial Workflow
- Free eTOC Alerts
- Publication Ethics
- Reviewers Acknowledgment
- Submit a Manuscript
- Subscription Information
- Table of Contents
Education Research International
Volume 2013 (2013), Article ID 309894, 12 pages
http://dx.doi.org/10.1155/2013/309894
Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes
1Department for Biology Education, Faculty of Biology and Psychology, Georg-August-University Göttingen, Waldweg 26, 37073 Göttingen, Germany
2Center for Research on Education and Human Development, German Institute for International Educational Research (DIPF), Goethe-University Frankfurt, Schloßstraße 29, 60486 Frankfurt, Germany
Received 2 October 2012; Revised 23 November 2012; Accepted 29 November 2012
Academic Editor: Bracha Kramarski
Copyright © 2013 Sabina Eggert et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
How to Cite this Article
Sabina Eggert, Frauke Ostermeyer, Marcus Hasselhorn, and Susanne Bögeholz, “Socioscientific Decision Making in the Science Classroom: The Effect of Embedded Metacognitive Instructions on Students' Learning Outcomes,” Education Research International, vol. 2013, Article ID 309894, 12 pages, 2013. doi:10.1155/2013/309894