Metacognitively ALERT In Science

The development of student metacognition has the potential to provide some of the greatest learning gains in science classes, even outstripping the contribution of general intelligence. However, some science educators not only struggle with successfully prompting students to develop metacognition, but also find understanding the concept itself problematic. This struggle is compounded by models for metacognition that are in broad agreement about its nature, but vary widely in essential elements and the relationships between elements. This article presents a synthesis of metacognition studies in science education and further afield that draws together non-contested elements into a readily understood hierarchy of metacognitive knowledge and skills. The hierarchical framework comprises, from the foundation level, self-Aware of cognition, self-Monitor cognition, self-Evaluate cognition, self-Regulate cognition and self-Transfer cognition (AMERT). As a preliminary test of its viability, the AMERT framework is used to analyse interview data in which there was evidence of rich metacognitive thinking by students in the fourth, research-focused, year of a science degree. The degree used the six facets of the Research Skill Development (RSD) framework as labels for cognition. Rich epitomizing statements were found in interviews for each level of the AMERT hierarchy, providing tentative evidence of its viability for understanding metacognitive processes. The AMERT hierarchy of metacognition provides opportunities for teaching and learning, teacher action research, and research teams to investigate metacognition in the contexts of school and university science programs.

The sustainable impacts of teacher action research on EFL teachers in Indonesia

Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.

Resilience in Crisis

Teacher action research serves as a framework that can transform practice while supporting inquiry, investigation, and problem-solving. This chapter provides a research report on the challenges experienced, strategies used, and lessons learned from 41 graduate education teacher-researchers who designed and implemented their own educational research during the COVID-19 crisis as part of their Action Research Capstone course before graduation. Graduate students were enrolled in three sections of the Action Research course in a Midwestern university. Methodology included a qualitative approach to data collection and analysis. Findings from discussion board posts, reflections, and research papers captured challenges in facing COVID-19, yet participants' engagement in the community of learners within the course ameliorated and buffered stress, trauma, and compassion fatigue felt due to the pandemic's impact on these frontline workers.