Outcomes of a Self-Regulated Learning Curriculum Model

Autor/in	Peters-Burton, Erin E.
Titel	Outcomes of a Self-Regulated Learning Curriculum Model
Quelle	In: Science & Education, 24 (2015) 7-8, S.855-885 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-015-9769-3
Schlagwörter	Scientific Principles; Scientific Attitudes; Student Attitudes; Science Curriculum; Delivery Systems; Teaching Methods; Behavioral Objectives; Partnerships in Education; Teacher Collaboration; Teacher Developed Materials; Curriculum Development; Active Learning; Student Research; Science Projects; Pretests Posttests; Network Analysis; Epistemology; Models; Science Achievement; Scientific Literacy + Suchen Sie Ihr Suchwort? Schülerverhalten; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode; Hochschulpartnerschaft; Lehrerkooperation; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Aktives Lernen; Studentenforschung; Science; Project; Wissenschaft; Projekt; Netzplantechnik; Erkenntnistheorie; Analogiemodell
Abstract	The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01