Effect of task specific self-regulation prompts on science content knowledge and transfer
Description
TitleEffect of task specific self-regulation prompts on science content knowledge and transfer
Date Created2019
Other Date2019-05 (degree)
Extent1 online resource (x, 129 pages) : illustrations
DescriptionA goal of the Next Generation Science Standards (NGSS) is to teach students to be self-regulated in planning, monitoring, and evaluating problems they will solve and questions they will answer. Self-regulating learners use metacognitive monitoring to help them choose their strategies (Winne, 2018). The problem is that not all students learn to be metacognitive and practice self-regulation on their own. Middle school students find it very difficult to distinguish between what they know and what they do not know (Zepeda, Richey, Ronevich & Nokes-Malach, 2015). By helping students in middle school, to practice the self-regulating strategies (SRS) of planning, monitoring and evaluating, we can prepare our students for the rigors of high school and future assessments from the College Board, which expects science students who are college-ready to practice metacognition (Lombardi, Conley, Seburn & Downs, 2013).
The purpose of this study was to determine the effectiveness of using metacognitive and self-regulating strategies on improved strategy use and content mastery in middle school science.
Science and special education teachers taught self-regulating and metacognitive strategies to 181 students and used prompts to encourage the use of SRS. The results of the study showed the successful effect of prompts on development and use of SRS and illustrates through Structural Equation Modeling (SEM) the effect of SRS on science learning.
Consistent use of SRS has been identified in high achieving learners (Zimmerman & Martinez Pons, 1986) however, in an article designed for science and special education teachers, I described how the design of instruction and prompting of SRS in science content improved the use of these skills for other level learners as well. I designed a professional development plan for teams of teachers to explicitly teach SRS. By preparing the strategies instruction together they can consistently use the same metacognitive and self-regulating language across several core content areas since self-regulation is context dependent (Bransford, Brown & Cocking, 2000,Winne, 2010).
NoteEd.D.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
LanguageEnglish
CollectionGraduate School of Education Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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