Advancing young adolescents' hypothesis-development performance in a computer-supported and problem-based learning environment

Hypothesis development is a complex cognitive activity, but one that is critical as a means of reducing uncertainty during ill-structured problem solving. In this study, we examined the effect of metacognitive scaffolds in strengthening hypothesis development. We also examined the influence of hypothesis development on young adolescents' problem-solving performance. Data was collected from sixth-grade students (N=172) using a computer-supported problem-based learning environment, Animal Investigator. The findings of the study indicated that participants using metacognitive scaffolds developed significantly better hypotheses and that hypothesis-development performance was predictive of solution-development performance. This article discusses further educational implications of the findings and future research.

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