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Outcomes of a Self-Regulated Learning Curriculum Model

Published on Oct 1, 2015in Science Education 3.04
· DOI :10.1007/s11191-015-9769-3
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
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.
  • References (65)
  • Citations (3)
Published on Sep 7, 2017
Barry J. Zimmerman72
Estimated H-index: 72
Dale H. Schunk72
Estimated H-index: 72
356 Citations Source Cite
Published on Nov 1, 2013in International Journal of Science Education 1.32
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University),
Liz R. Baynard1
Estimated H-index: 1
(International Baccalaureate)
An understanding of the scientific enterprise is useful because citizens need to make systematic, rational decisions about projects involving scientific endeavors and technology, and a clearer understanding of scientific epistemology is beneficial because it could encourage more public engagement with science. The purpose of this study was to capture beliefs for three groups, scientists, secondary science teachers, and eighth-grade science students, about the ways scientific knowledge is generat...
11 Citations Source Cite
Published on Oct 28, 2013
John N. Anderson105
Estimated H-index: 105
1,204 Citations Source Cite
Published on Sep 15, 2013
Ngss Lead States1
Estimated H-index: 1
Next Generation Science Standards identifies the science all K-12 students should know. These new standards are based on the National Research Council's A Framework for K-12 Science Education. The National Research Council, the National Science Teachers Association, the American Association for the Advancement of Science, and Achieve have partnered to create standards through a collaborative state-led process. The standards are rich in content and practice and arranged in a coherent manner acros...
1,357 Citations
Published on Sep 1, 2013in Science Education 3.04
Richard A. Duschl27
Estimated H-index: 27
(Pennsylvania State University),
Richard E. Grandy15
Estimated H-index: 15
(Rice University)
Our focus is on the effects that dated ideas about the nature of science (NOS) have on curriculum, instruction and assessments. First we examine historical developments in teaching about NOS, beginning with the seminal ideas of James Conant. Next we provide an overview of recent developments in philosophy and cognitive sciences that have shifted NOS characterizations away from general heuristic principles toward cognitive and social elements. Next, we analyze two alternative views regarding ‘exp...
103 Citations Source Cite
Published on Jan 1, 2013
Erin Peters Burton4
Estimated H-index: 4
(George Mason University)
4 Citations Source Cite
Published on Jan 1, 2013
Myint Swe Khine19
Estimated H-index: 19
Issa M. Saleh5
Estimated H-index: 5
5 Citations Source Cite
Published on Jun 1, 2012in Science Education 3.04
Erin Peters7
Estimated H-index: 7
(George Mason University)
Knowledge about the nature of science has been advocated as an important component of science because it provides a framework on which the students can incorporate content knowledge. However, little empirical evidence has been provided that links nature of science knowledge with content knowledge. The purpose of this mixed method study was to determine if both nature of science knowledge and content knowledge could be increased with an explicit, reflective nature of science intervention utilizin...
36 Citations Source Cite
Published on Nov 1, 2011in Science Education 3.04
Feng Deng8
Estimated H-index: 8
(Nanyang Technological University),
Der Thanq "Victor" Chen11
Estimated H-index: 11
(Nanyang Technological University)
+ 1 AuthorsChing Sing Chai22
Estimated H-index: 22
(Nanyang Technological University)
This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regard to its theoretical foundation, methods of data c...
108 Citations Source Cite
Published on Oct 1, 2011in Science Education 3.04
Rodothea Hadjilouca2
Estimated H-index: 2
(University of Cyprus),
Constaninos P. Constantinou6
Estimated H-index: 6
(University of Cyprus),
Nicos Papadouris9
Estimated H-index: 9
(University of Cyprus)
This paper refers to the development of a teaching innovation for the nature of science (NOS), for students aged 11–15, which specifically focuses on the interrelationship between science and technology. The development of the teaching and learning materials relied on inputs from three sources: the history and philosophy of science and technology, existing knowledge concerning the teaching and learning about the NOS, empirical data on students’ initial ideas and difficulties about this topic. Th...
6 Citations Source Cite
Cited By3
Published on Jul 3, 2018
Bu calismanin amaci, 2006-2016 yillari arasinda yayimlanan makaleleri ve tezleri inceleyerek, Turkiye'deki bilimin dogasi alanindaki arastirma egilimlerini ortaya koymaktir. Bu amacla bilimin dogasiyla ilgili arastirmalar yayinlanma tarihleri yazarlarin sayisi, yontemleri, veri toplama prosedurleri ve araclari, ornek ozellikleri, veri analizi teknikleri, konu alanlari, yayin dili ve konulari acisindan degerlendirilmistir. Bu arastirmada, bilimin dogasi ile ilgili 2006 ve 2016 yillari arasinda ya...
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Published on Jan 1, 2018
Timothy J. Cleary16
Estimated H-index: 16
(Rutgers University),
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
+ 1 AuthorsKatherine Willet
In this chapter, we present lessons plans for high school life science courses addressing the topics of natural selection, and the processes of cellular respiration and photosynthesis. Each lesson plan emphasizes the use of innovative motivational- and SRL-enhancing instructional activities embedded within science activities. Using Zimmerman’s three-phase cyclical feedback loop of SRL as a general framework, Cleary and Peters-Burton provide a critical analysis and commentary regarding the extent...
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Published on Jan 1, 2018
Erin E. Peters-Burton7
Estimated H-index: 7
(George Mason University)
Learning about the nature of science is a crucial part of being a scientifically literate citizen in the modern age. This paper examines parallels between nature of science instruction and the processes explained by self-regulated learning theory, with a particular emphasis on the extension of effective strategies for learners which can be enhanced by the use of self-regulated learning cycles in classrooms. Explicit and reflective approaches to teaching the nature of science are examined and ana...
1 Citations Source Cite