Abstract
A comprehensive daily-report instrument supplying metacognitive prompts was used to promote a high-achieving group of 5 ninth graders' collaborative planning, execution, monitoring, and adjustment of a long-term, open-ended ecological inquiry about a live ecosystem (greenhouse). Prompts guided the group's discussion and documentation of each laboratory session's planned and executed behaviors, aiming to trigger students' metacognitive cues about gaps and progress along the yearlong project. Fine-grain analysis of session transcripts, students' written documentation, and videotapes for this single group case yielded a recurrent pattern of within-session behavior and evidence for the group's use of metacognitive knowledge and skills over time as well as salient difficulties. Discussion focused on the role of specific components in this student centered self-regulated long-term learning environment-the daily reports, the teachers, and the live ecology inquiry context. Implications were discussed for future research and long-term inquiry-driven science education design.
Original language | English |
---|---|
Pages (from-to) | 937-941 |
Number of pages | 5 |
Journal | Proceedings of International Conference of the Learning Sciences, ICLS |
Volume | 2 |
Issue number | January |
State | Published - 2014 |
Event | 11th International Conference of the Learning Sciences: Learning and Becoming in Practice, ICLS 2014 - Boulder, United States Duration: 23 Jun 2014 → 27 Jun 2014 |
Bibliographical note
Publisher Copyright:© ISLS.
ASJC Scopus subject areas
- Computer Science (miscellaneous)
- Education