Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2013 ◽  
pp. 1-26 ◽  
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals ENHANCING LIFELONG LEARNING AWARENESS IN THE FACULTY OF ENGINEERING AT MCGILL UNIVERSITY

2018 ◽  
Author(s):  
Maria Orjuela-Laverde ◽  
Nasim Razavinia ◽  
Laurent Mydlarski
Keyword(s):  
Lifelong Learning ◽  
Engineering Students ◽  
Self Regulation ◽  
Assessment Method ◽  
Self Reflection ◽  
Systematic Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mcgill University ◽  
Definition Of

 Abstract – The theoretical approach to Lifelong Learning used in this paper introduces findings in the field of Self-Regulated Learning (SRL). We are using Nilson’s [4] definition of SRL, which states that self-regulation "encompasses the monitoring and managing of one’s cognitive processes, as well as the awareness of and control over one’s emotions, motivations, behavior, and environment as related to learning." The principles that guide SRL, as proposed by Schunk and Zimmerman [6-8] are: 1) Forethought; 2) Performance/volitional control and; 3) Self-reflection. Following the definition and principles suggested in the SRL literature, activities were designed to develop and strengthen engineering students’ self-regulated learning skills and awareness of such competencies. At McGill University, the Faculty of Engineering is pursuing a systematic assessment method of lifelong learning awareness by the way of activities that target the first- and final-year students.

scholarly journals Self-Monitoring and Self-Regulation of University Students in Text Comprehension

2018 ◽  
Vol 24 (1) ◽  
pp. 47-62
Author(s):  
Eduard Balashov ◽  
Ihor Pasichnyk ◽  
Ruslana Kalamazh
Keyword(s):  
University Students ◽  
Text Comprehension ◽  
Self Regulation ◽  
Educational Process ◽  
Teaching Process ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Metacognitive Processes ◽  
Comprehension Skills ◽  
Regulated Learning

Many empirical researches and theoretical studies of the topics regarding the interconnection of the processes of student higher education, self-regulated learning, studying motivation and outcomes, text comprehension have been executed in psychology. However, comparatively small part of them has been connected with text comprehension of the students during educational process, especially the cognitive and metacognitive aspects of it. In this article, a phenomenon of metamemory and its role in self-regulated learning and development of text comprehension skills of students have been characterized. We have determined the direction for future research of self-regulated learning and metacognitive processes in the students’ text comprehension activities and their effective use in the educational process. Study of the metagognitive aspects of self-regulation and metamemory will help to improve self-monitoring and self-regulation of students’ training activity in text comprehension. The article characterizes the term of the metamemory phenomenon and its role in the process of self-regulated training and development of text comprehension skills. We have also distinguished possible directions of future researches in self-regulated training and metacognitive processes of students’ activity that is connected with text comprehension as well as with their efficient usage in the teaching process. The necessity of metamemory learning and the process of knowledge transmission in the monitoring-regulation-learning cycle have been distinguished. Theoretical model of metacognitive combination of metacognitive and cognitive processes such as sense of knowledge, metamemory judgments and their categories have been investigated. The conclusions about necessity of the future advanced study of the metamemory phenomenon and students’ training process self-regulation in text comprehension have been made. Possible directions of future researches in metacognition and self-regulation of university students’ studying activity in text comprehension as well as their efficient implementation into the teaching process have been determined.

Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom

2018 ◽  
Vol 14 (3) ◽  
pp. 91-107 ◽  
Author(s):  
João Carlos Sedraz Silva ◽  
Erik Zambom ◽  
Rodrigo Lins Rodrigues ◽  
Jorge Luis Cavalcanti Ramos ◽  
Fernando da Fonseca de Souza
Keyword(s):  
Learning Analytics ◽  
Flipped Classroom ◽  
Engineering Students ◽  
Self Regulation ◽  
Control Group ◽  
Self Reflection ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Flipped Classrooms ◽  
Experimental Group

The present article is aimed at analyzing the effects of learning analytics on students' self-regulated learning in a flipped classroom. An experiment was conducted with 96 engineering students, enrolled in a subject offered in the Flipped Classroom model. The students were divided into two groups: an experimental group (N = 51) and a control group (N = 45). After each learning unit, while the control group did not have access to any learning analytics resources, students from the experimental group received a bulletin with feedback to support Self-Regulated Learning. The levels of student self-regulation were measured through questionnaires at the beginning and the end of the course. The analysis of the collected data revealed that the bulletin promoted significant effects in self-regulated learning in the experimental group, stimulating the self-reflection and colleague's support search for clarifying doubts. These results demonstrate that learning analytics can be used to promote self-regulated learning in flipped classrooms, helping students identify strategies that can increase their academic performance.

Cognitive Modeling and Self-Regulation of Learning in Instructional Settings

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Marie C. White
Keyword(s):  
Cognitive Modeling ◽  
Cognitive Theory ◽  
Empirical Studies ◽  
Critical Role ◽  
Self Regulation ◽  
Theoretical Models ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Behavior

Self-regulation of cognition and behavior is an important aspect of student learning and academic performance in the 21st-century classroom. The purpose of the chapter is to present how an integrated framework of cyclical phases and developmental levels of self-regulated learning play a significant role in modeling and self-regulatory learning as key processes for learning. A review of empirical studies and theoretical models supports the effectiveness of modeling on students’ self-regulated learning. These studies provide evidence of the critical role of models during instruction as an important contextual factor that can promote self-efficacy, motivation, self-regulation, and achievement. To understand how characteristics of the model, the observer, and reinforcement interact to affect learning and behavior, it is necessary to investigate how social cognitive theory has uniquely contributed to our current understanding of modeling. Critical to effective modeling is the belief that learning and teaching are interactive processes in which both teachers and learners engage in planning, implementing, assessing, and refecting on the events and outcomes.

scholarly journals On the Self-regulated Learning Ability of Students and Its Development

CONVERTER ◽  
2021 ◽  
pp. 426-431
Author(s):  
Jisheng He, Ling He, Naizhu Huang, Jiaming Zhong, Linzi Qin
Keyword(s):  
Theoretical Basis ◽  
Self Regulation ◽  
The Self ◽  
Learning Ability ◽  
Learning Abilities ◽  
Self Monitoring ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
The Relationship

It is crucial for students to bear the ability of self-access for effective learning. Abilities of students’ self-access should be trained on basis of the connotation of self-access ability, with the start of training students’ self-direction, self-monitoring, self-regulation and self-accessment abilities. Ways and measurements of self-access training are to be made considering the relationship between knowledge, skills and abilities, and following the theoretical basis of students’ self-access ability training. Cognition guidance measures are best choice.

The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

2017 ◽  
Vol 119 (13) ◽  
pp. 1-8
Author(s):  
Chen Schechter
Keyword(s):  
Teaching And Learning ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning

This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators’ and researchers’ seductive waltz with the “self” in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating teaching and learning. Rather, self-regulation should be complemented by a more holistic, integrated, and collaborative framework— that of communal-regulated learning—to develop effective learners in today's fast-changing educational scene. This article presents the epistemological premises postulated as upholding the communal nature of learning regulation, while raising conceptual as well as practical questions for its adoption.

scholarly journals Examining indicators for effective studying – The interplay between student integration, psychological flexibility and self-regulation in learning

2018 ◽  
Vol 10 (2) ◽  
pp. 225
Author(s):  
Henna Asikainen
Keyword(s):  
Structural Equation ◽  
Self Regulation ◽  
Psychological Flexibility ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Student Integration ◽  
Regulated Learning ◽  
Theology Students ◽  
Relationship Of ◽  
The Relationship

Prolonged study times and dropouts from university studies have created a need to examine more ways to support students’ studying. This study aims to examine the relationship between the self-regulated learning, psychological flexibility and student integration comprising teacher and student interaction, students’ commitment to studying as well as the relationship of these aspects to study progression. The participants of this study were 117 theology students. Items measuring student integration were first analysed with factor analysis. The relationship between student integration, psychological flexibility, self-regulated learning and study progression was analysed with correlation analyses and Structural Equation Modelling (SEM). The results show that psychological flexibility is related to study progression, self-regulated learning and student integration. The effect of self-regulated learning and student integration to study progression was not significant. This study suggests that students’ way of coping with negative thoughts and emotions should be taken into account when considering learning and teaching.

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