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Using group metacognitive scaffolds in biology education to improve the collaborative problem-solving skills of high school students.

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Title: Using group metacognitive scaffolds in biology education to improve the collaborative problem-solving skills of high school students.
Authors: Weng, Jiaqi1 (AUTHOR), Ren, Shanzhang1,2 (AUTHOR) 20060013@hznu.edu.cn
Source: Journal of Biological Education (Taylor & Francis Ltd). Apr2026, Vol. 60 Issue 2, p249-265. 17p.
Subject Terms: *Biology education, *Group problem solving, *Project method in teaching, *High school students, *Academic achievement
Geographic Terms: China
Abstract: The purpose of this paper is to integrate group metacognitive scaffolds into project-based learning (PBL) in biology classes to improve the collaborative problem-solving skills (CPS) of high-school students. The study designed and implemented four projects, 'Designing space meals for astronauts', 'Cell decryption', 'Blade carving' and 'The life course of the cell', based on the 10th-grade biology curriculum in China, and involved 27 Grade-10 students from a high school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in CPS skills, with pre-, mid- and post-tests; classroom observation of the CPS process; various students' created products in groups and the group metacognitive scaffolds filled out by each group in the four projects. Both qualitative and quantitative data analysis methods were employed. The research findings show significant improvement in students' overall performance and three dimensions (the three dimensions are 'Establishing and maintaining shared understanding', 'Taking appropriate action to solve the problem' and 'Establishing and maintaining team organisation'), with more pronounced improvement between the mid-test and post-test than between the pre-test and mid-test. The findings imply that PBL using group metacognitive scaffolding is conducive to developing high-school students' CPS skills in biology learning. [ABSTRACT FROM AUTHOR]
Database: Energy & Power Source
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DbLabel: Energy & Power Source
An: 192477729
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
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  Data: Using group metacognitive scaffolds in biology education to improve the collaborative problem-solving skills of high school students.
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  Data: <searchLink fieldCode="AR" term="%22Weng%2C+Jiaqi%22">Weng, Jiaqi</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ren%2C+Shanzhang%22">Ren, Shanzhang</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<i> 20060013@hznu.edu.cn</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Biological+Education+%28Taylor+%26+Francis+Ltd%29%22">Journal of Biological Education (Taylor & Francis Ltd)</searchLink>. Apr2026, Vol. 60 Issue 2, p249-265. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Biology+education%22">Biology education</searchLink><br />*<searchLink fieldCode="DE" term="%22Group+problem+solving%22">Group problem solving</searchLink><br />*<searchLink fieldCode="DE" term="%22Project+method+in+teaching%22">Project method in teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22High+school+students%22">High school students</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: The purpose of this paper is to integrate group metacognitive scaffolds into project-based learning (PBL) in biology classes to improve the collaborative problem-solving skills (CPS) of high-school students. The study designed and implemented four projects, 'Designing space meals for astronauts', 'Cell decryption', 'Blade carving' and 'The life course of the cell', based on the 10th-grade biology curriculum in China, and involved 27 Grade-10 students from a high school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in CPS skills, with pre-, mid- and post-tests; classroom observation of the CPS process; various students' created products in groups and the group metacognitive scaffolds filled out by each group in the four projects. Both qualitative and quantitative data analysis methods were employed. The research findings show significant improvement in students' overall performance and three dimensions (the three dimensions are 'Establishing and maintaining shared understanding', 'Taking appropriate action to solve the problem' and 'Establishing and maintaining team organisation'), with more pronounced improvement between the mid-test and post-test than between the pre-test and mid-test. The findings imply that PBL using group metacognitive scaffolding is conducive to developing high-school students' CPS skills in biology learning. [ABSTRACT FROM AUTHOR]
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/00219266.2025.2474986
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 249
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      – SubjectFull: Biology education
        Type: general
      – SubjectFull: Group problem solving
        Type: general
      – SubjectFull: Project method in teaching
        Type: general
      – SubjectFull: High school students
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      – SubjectFull: Academic achievement
        Type: general
      – SubjectFull: China
        Type: general
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      – TitleFull: Using group metacognitive scaffolds in biology education to improve the collaborative problem-solving skills of high school students.
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              Text: Apr2026
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              Y: 2026
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