Metacognitive engagement during field-trip experiences: A case study of students in an amusement park physics program
J Res Sci Teach 46: 265-288, 2009
DOI: http://dx.doi.org/10.1002/tea.20266
Wendy S. Nielsen, Samson Nashon, David Anderson
This article reports on a study that investigated students' metacognitive engagement in both out-of-school and classroom settings, as they participated in an amusement park physics program. Students from two schools that participated in the program worked in groups to collectively solve novel physics problems that engaged their individual metacognition. Their conversations and behavioral dispositions during problem-solving were digitally audio-recorded on devices that they wore or placed on the tables where groups worked on the assigned physics problems. The students also maintained reflection journals on the strategies they employed to manage their own understanding as well as learning processes. Prior to the amusement park physics discourse, the students completed a specially developed questionnaire instrument. This provided signposts of the students' metacognitive engagement during group problem-solving at the park and subsequent related physics learning tasks back in the classroom. This data, added to field notes arising from observations, and formal and informal interviews during post-visit learning activities provided the data corpus on the students' metacognitive engagement. Analysis of this data revealed three types of metacognitive engagement during group learning tasks: collaborative and consensus-seeking, highly argumentative, and eclectic, resulting from high levels of dissonance. In both cases, evidence of individual students' deeper understandings, which manifested through students' cognitive and social behaviors, demonstrated the invocation of metacognition to varying degrees. The novel physics problems tackled by the students created situations where discrepancies between their prior knowledge and the direct experiences enabled them to explicate their thinking through dispositions of behavior. © 2008 Wiley Periodicals, Inc.
Showing posts with label metacognition. Show all posts
Showing posts with label metacognition. Show all posts
2009-02-23
2008-10-02
Kaplan - Ed Psych Review
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?
Educational Psychology Review
Avi Kaplan
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.
Educational Psychology Review
Avi Kaplan
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.
Thomas Anderson Nashon - IJSE 2008
Development of an Instrument Designed to Investigate Elements of Science Students' Metacognition, Self-Efficacy and Learning Processes: The SEMLI-S
International Journal of Science Education, Volume 30, Issue 13 October 2008 , pages 1701 - 1724
Gregory Thomas; David Anderson; Samson Nashon
The development and evaluation of science students' metacognition, learning processes and self-efficacy are important for improving science education. This paper reports on the development of an empirical self-report instrument for providing a measure of students' metacognition, self-efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self-regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI-S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations.
International Journal of Science Education, Volume 30, Issue 13 October 2008 , pages 1701 - 1724
Gregory Thomas; David Anderson; Samson Nashon
The development and evaluation of science students' metacognition, learning processes and self-efficacy are important for improving science education. This paper reports on the development of an empirical self-report instrument for providing a measure of students' metacognition, self-efficacy and constructivist science learning processes. A review of the range of literature related to metacognition, self-regulation and constructivist learning processes resulted in the development of an initial bilingual (English and traditional Chinese) instrument composed of 72 items. This instrument was completed by 465 Hong Kong high school students. The data collected were subjected to exploratory factor analysis and Rasch analysis. The subsequent refinement process resulted in a final version of the Self-Efficacy and Metacognition Learning Inventory - Science (SEMLI-S) consisting of 30 items that can be used for either analysing and focusing on any or all of its dimensions or for assigning scores to individuals that enable comparison between them in relation to their metacognitive science learning orientations.
2008-09-21
Lajoie - Ed Psych Review 2008
Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?
Ed Psych Review online first
Susanne P. Lajoie
This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting with all that the environment affords, be that material or human. The interaction between the mind and environment continues to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition, self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners.
(note the similarly titled paper here.)
Ed Psych Review online first
Susanne P. Lajoie
This commentary reviews the distinctions researchers make in defining metacognition, self-regulation, and self-regulated learning along with the methods used to explore these constructs. Bandura’s notion of reciprocal determinism (1977) is revisited in the context of situated learning, whereby interactions between the person, behavior, and environment take on new meaning when examining learning and affect in specific contexts where knowledge is constructed through interacting with all that the environment affords, be that material or human. The interaction between the mind and environment continues to be an interesting question with regard to these three constructs, and this interaction can be explored by using computers as cognitive tools. Technology-rich environments are described that provide opportunities for assessing and validating metacognition, self-regulation, and self-regulated learning with future directions for assessing co-regulation of teams of learners.
(note the similarly titled paper here.)
2008-09-12
Klaczynski - J Cognition and Development 2006
Learning, Belief Biases, and Metacognition
Journal of Cognition and Development, Volume 7, Issue 3 August 2006 , pages 295 - 300
Paul A. Klaczynski
Evidence from dual-process and cognitive behavioral theorists points to the conclusion that the products of associative learning are sometimes available in working memory. Adolescents, adults, and children (to a lesser extent) can engage in metacognitive intercession, reflecting on the products of associative processing and deciding whether to assimilate these products to existing knowledge or create new levels of understanding. To highlight my arguments, I discuss research on belief-biased reasoning and an intervention that reduced reasoning biases.
Journal of Cognition and Development, Volume 7, Issue 3 August 2006 , pages 295 - 300
Paul A. Klaczynski
Evidence from dual-process and cognitive behavioral theorists points to the conclusion that the products of associative learning are sometimes available in working memory. Adolescents, adults, and children (to a lesser extent) can engage in metacognitive intercession, reflecting on the products of associative processing and deciding whether to assimilate these products to existing knowledge or create new levels of understanding. To highlight my arguments, I discuss research on belief-biased reasoning and an intervention that reduced reasoning biases.
2008-08-27
Schunk - Ed Psych Review 2008
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations
Educational Psychology Review
Dale H. Schunk
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.
Educational Psychology Review
Dale H. Schunk
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.
2008-07-29
Fox Riconscente - Ed Psych Review 2008
Metacognition and Self-Regulation in James, Piaget, and Vygotsky
Ed Psych Review online first
Emily Fox, Michelle Riconscente
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self, Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and self-regulation function within the realm of human behavior and development as described in the works of each of these theorists. Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s perspective vis-à-vis metacognition and self-regulation are discussed.
Ed Psych Review online first
Emily Fox, Michelle Riconscente
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James’s perspective on metacognition and self-regulation is aligned with the Self, Piaget’s with the other and object, and Vygotsky’s with the medium or agency of language. We explore how metacognition and self-regulation function within the realm of human behavior and development as described in the works of each of these theorists. Key questions or issues that emerge for current research are outlined, and the limitations and benefits of each theorist’s perspective vis-à-vis metacognition and self-regulation are discussed.
Maggioni Parkinson - Ed Psych Review 2008
The Role of Teacher Epistemic Cognition, Epistemic Beliefs, and Calibration in Instruction
Ed Psych Review online first
Liliana Maggioni, Meghan M. Parkinson
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.
Ed Psych Review online first
Liliana Maggioni, Meghan M. Parkinson
This review examines the literature on teacher epistemic cognition, epistemic beliefs, and calibration to consider the relation between these constructs and instruction that emerged from empirical studies. In considering how this body of literature can enhance understanding of how students become masters of their learning processes, we will briefly review how different theoretical frameworks have conceptualized the relation between epistemic cognition, epistemic beliefs, calibration and metacognition, self-regulation, and self-regulated learning. Implications for research include a more nuanced conceptualization of epistemic beliefs and a theoretical integration of these constructs. Implications for practice regard the reciprocal relations between teachers’ knowledge, experience, epistemic cognition, epistemic beliefs, and calibration and their effects on pedagogical practices. The role of teachers’ education and professional development is discussed.
2008-05-29
Hausmann, van de Sande, VanLehn - arxiv.org 2008
Are Self-explaining and Coached Problem Solving More Effective When Done by Pairs of Students Than Alone?
arxiv.org
Robert G.M. Hausmann, Brett van de Sande, Kurt VanLehn
Although cognitive science has discovered several methods for increasing the learning of complex skills, such as physics problem solving, detailed examination of verbal protocols suggests there is still room for improvement. Basically, students do not always apply the meta-cognitive strategies that the instruction invites. For instance, when prompted to self-explain, students may still choose to not explain. We conjecture that most students know which meta-cognitive strategies are good and bad. When they work in pairs, they are more likely to choose the good strategies. We hypothesize that social accountability improves meta-cognitive strategy choice, which thereby improves learning. Our experiment compared individuals and pairs learning from state-of-the-art instruction. The results suggest that the dyads solved more problems and requested fewer hints during problem solving than individuals. We also discovered a new form of self-explanation, wherein students generate explanations to account for the differences between their solutions and the instructor's.
Submitted to the Proceedings of the 30th Annual Cognitive Science Society (p. 744). Washington DC: Cognitive Science Society
arxiv.org
Robert G.M. Hausmann, Brett van de Sande, Kurt VanLehn
Although cognitive science has discovered several methods for increasing the learning of complex skills, such as physics problem solving, detailed examination of verbal protocols suggests there is still room for improvement. Basically, students do not always apply the meta-cognitive strategies that the instruction invites. For instance, when prompted to self-explain, students may still choose to not explain. We conjecture that most students know which meta-cognitive strategies are good and bad. When they work in pairs, they are more likely to choose the good strategies. We hypothesize that social accountability improves meta-cognitive strategy choice, which thereby improves learning. Our experiment compared individuals and pairs learning from state-of-the-art instruction. The results suggest that the dyads solved more problems and requested fewer hints during problem solving than individuals. We also discovered a new form of self-explanation, wherein students generate explanations to account for the differences between their solutions and the instructor's.
Submitted to the Proceedings of the 30th Annual Cognitive Science Society (p. 744). Washington DC: Cognitive Science Society
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