Literaturnachweis - Detailanzeige
Autor/in | McDowell, Linda D. |
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Titel | The Roles of Motivation and Metacognition in Producing Self-Regulated Learners of College Physical Science: A Review of Empirical Studies |
Quelle | In: International Journal of Science Education, 41 (2019) 17, S.2524-2541 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (McDowell, Linda D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2019.1689584 |
Schlagwörter | Metacognition; Self Management; College Science; Physical Sciences; Introductory Courses; Learning Strategies; Self Motivation; Undergraduate Students; Research Reports; Science Achievement; Correlation; Reflection; Self Control; Questionnaires; Self Efficacy; Critical Thinking; Motivated Strategies for Learning Questionnaire Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Natural sciences; Naturwissenschaften; Naturwissenschaft; Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research report; Forschungsbericht; Korrelation; Selbstbeherrschung; Fragebogen; Self-efficacy; Selbstwirksamkeit; Kritisches Denken |
Abstract | The goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008-2018 with a focus on undergraduate learners in chemistry, physics, and engineering classrooms. It was found that there is a high degree of agreement in defining self-regulated learning, yet differences are present in the proposed factors that are most influential in creating a self-regulated learner. A majority of the studies report correlations between variables of motivation and metacognition. Additionally, less than half of the research studies included a measure of achievement and even less had an experimental design. This review proposes a need for more studies which include teaching of self-regulated skills for undergraduates in the physical sciences and investigating the relationship of the development of self-regulated learners as an integral facet of education in physical science classrooms. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |