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|Title:||Metacognitive Planning and Monitoring: 9th Graders Performing a Long-Term Self-Regulated Scientific Inquiry in A Complex System|
|Publisher:||Boulder, CO: International Society of the Learning Sciences|
|Citation:||Eilam, B. (2014). Metacognitive Planning and Monitoring: 9th Graders Performing a Long-Term Self-Regulated Scientific Inquiry in A Complex System. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 937-941.|
|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.|
|Appears in Collections:||ICLS2014|
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