The self-regulation of learning and conceptual change in science: Research, theory, and educational applications. Sinatra, G. M. & Taasoobshirazi, G. In Handbook of self-regulation of learning and performance, 2nd ed, of Educational psychology handbook series, pages 153–165. Routledge/Taylor & Francis Group, New York, NY, US, 2018. abstract bibtex We view the need for scientifically literate and self regulated learners as critical in today's society where citizens must routinely make decisions regarding their health and wellbeing that require an appreciation of complex socio-scientific issues. We begin by discussing key components of self-regulated learning, including cognition, metacognition, epistemic cognition, emotion, and motivation. Scientific tasks such as inquiry, problem solving, and reasoning require the self-regulation of these components. Then we explore how motivated and intentional conceptual change contributes to developing self-regulated learners. We argue that knowledge change is often needed for developing scientific understanding and that conceptual change research provides a useful framework for exploring self-regulated learning. We review research evidence on self-regulated learning in three areas from our own research: climate change, evolution, and physics. We discuss current measures of self-regulation in science and then close with directions for future research and for supporting self regulated learning in science. (PsycINFO Database Record (c) 2019 APA, all rights reserved)
@incollection{sinatra_self-regulation_2018,
address = {New York, NY, US},
series = {Educational psychology handbook series},
title = {The self-regulation of learning and conceptual change in science: {Research}, theory, and educational applications},
isbn = {978-1-138-90319-7 978-1-138-90318-0 978-1-315-69704-8},
shorttitle = {The self-regulation of learning and conceptual change in science},
abstract = {We view the need for scientifically literate and self regulated learners as critical in today's society where citizens must routinely make decisions regarding their health and wellbeing that require an appreciation of complex socio-scientific issues. We begin by discussing key components of self-regulated learning, including cognition, metacognition, epistemic cognition, emotion, and motivation. Scientific tasks such as inquiry, problem solving, and reasoning require the self-regulation of these components. Then we explore how motivated and intentional conceptual change contributes to developing self-regulated learners. We argue that knowledge change is often needed for developing scientific understanding and that conceptual change research provides a useful framework for exploring self-regulated learning. We review research evidence on self-regulated learning in three areas from our own research: climate change, evolution, and physics. We discuss current measures of self-regulation in science and then close with directions for future research and for supporting self regulated learning in science. (PsycINFO Database Record (c) 2019 APA, all rights reserved)},
booktitle = {Handbook of self-regulation of learning and performance, 2nd ed},
publisher = {Routledge/Taylor \& Francis Group},
author = {Sinatra, Gale M. and Taasoobshirazi, Gita},
year = {2018},
keywords = {Climate Change, Information Literacy, Motivation, Physics, Problem Solving, Reasoning, Science Education, Sciences, Self-Regulated Learning, Theory of Evolution},
pages = {153--165}
}
Downloads: 0
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