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Effect of task specific self-regulation prompts on science content knowledge and transfer
Descriptive
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Title
Effect of task specific self-regulation prompts on science content knowledge and transfer
Name
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Weinmann
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Jeanne B.
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1959-
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Jeanne B. Weinmann
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author
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Daniel
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Daniel Battey
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Advisory Committee
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chair
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Duncan
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Ravit Golan
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Ravit Golan Duncan
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Advisory Committee
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internal member
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O'Donnell
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Angela M.
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Angela M. O'Donnell
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Advisory Committee
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internal member
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Carter
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Shauna A.
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Shauna A. Carter
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Advisory Committee
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outside member
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Rutgers University
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degree grantor
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Graduate School of Education
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school
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theses
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2019
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2019-05
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2019
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English
Abstract
A 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).
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).
Subject
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Topic
Self-regulation
Subject
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Topic
Teacher Leadership
Subject
(authority = ETD-LCSH)
Topic
Science -- Study and teaching (Secondary)
Subject
(authority = ETD-LCSH)
Topic
Learning strategies
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Rutgers University Electronic Theses and Dissertations
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ETD_9719
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1 online resource (x, 129 pages) : illustrations
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Ed.D.
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Includes bibliographical references
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Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
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NjNbRU
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doi:10.7282/t3-mjw8-6q47
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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The author owns the copyright to this work.
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Name
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Weinmann
GivenName
Jeanne
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B.
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Permission or license
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2019-04-08 16:01:28
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Jeanne B. Weinmann
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Rutgers University. Graduate School of Education
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
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Copyright protected
Availability
Status
Open
Reason
Permission or license
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