Extending Students’ Practice of Metacognitive Regulation Skills with the Science Writing Heuristic

作者：Mary T. van Opstal, Patrick L. Daubenmire · 发表于：International Journal of Science Education · 年份：2015 · DOI：10.1080/09500693.2015.1019385 · 被引用次数：28 · 研究领域：Innovative Teaching and Learning Methods、Educational Strategies and Epistemologies、Education and Critical Thinking Development

Metacognition can be described as an internal conversation that seeks to answer the questions, ‘how much do I really know about what I am learning’ and, ‘how am I monitoring what I am learning?’ Metacognitive regulation skills are critical to meaningful learning because they facilitate the abilities to recognize the times when one's current level of understanding is insufficient and to identify the needs for closing the gap in understanding. This research explored how using the Science Writing Heuristic (SWH) as an instructional approach in a laboratory classroom affected students’ practice of metacognitive skills while solving open-ended laboratory problems. Within our qualitative research design, results demonstrate that students in the SWH environment, compared to non-SWH students, used metacognitive strategies to a different degree and to a different depth when solving open-ended laboratory problems. As students engaged in higher levels of metacognitive regulation, peer collaboration became a prominent path for supporting the use of metacognitive strategies. Students claimed that the structure of the SWH weekly laboratory experiments improved their ability to solve open-ended lab problems. Results from this study suggest that using instruction that encourages practice of metacognitive strategies can improve students’ use of these strategies.