Changes in primary school students’ use of self and social forms of regulation of learning across collaborative inquiry activities

Ucan, Serkan

doi:10.1016/j.ijer.2017.07.005

Cited by 12 publications

(11 citation statements)

References 30 publications

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“…Collaboration has become an important work strategy in the world of education, especially in the development of curricular projects and carrying out educational intervention projects focused on specific problems, such as environmental problems [61][62][63]. This methodology proved to be a promising strategy for educators to use in primary education [64].…”

Section: Methodologies To Promote Education For Environmental Citizenshipmentioning

confidence: 99%

“…With this learning, it is intended to encourage students to acquire an active voice in the formation and communication of their ideas and values through dialogue, discussion of points of view, construction of solutions, and decision making based on the differences of the members of the group, which may motivate them toward civic participation in environmental issues. It has already been demonstrated through some studies [64,110] that this approach is a promising strategy to be used in primary education. Socio-emotional learning is a process that helps children to develop their identity, understand and manage emotions, define and achieve personal and collective goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions [67,71], so it is considered an important strategy to adopt in this prototype.…”

Section: Methodologies In the Prototypementioning

confidence: 99%

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Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education

Monte

Reis

2021

Sustainability

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Education for Environmental Citizenship plays an important role in social change toward sustainable development, achieving economic, social, and environmental balance through informed, cooperative, and participative citizens. There are several pedagogical models with the potential to involve students in environmental activities, but no specific model suitable for primary education is found. This article describes the preliminary investigation phase of a Design-Based Research that resulted in the development of the first prototype of a Pedagogical Model of Education for Environmental Citizenship in Primary Education (students aged 6 to 10 years), in Portugal. This preliminary investigation phase was based on a systematic analysis and literature review on the topic (thesis, articles, projects, and curricular guidelines for primary education), seeking to answer the following research questions: (1) According to the current world characteristics, which learning outcomes should an environmental citizen achieve, and which of them can be promoted in primary education? (2) What are the most appropriate teaching methodologies and strategies for promoting environmental citizen learning outcomes in primary education? The methodology used is presented, and the proposed prototype is described, along with the desired learning outcomes that are considered necessary for the formation of an Environmental Citizen and the most appropriate methodologies and educational activities to promote them.

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Section: Methodologies To Promote Education For Environmental Citizenshipmentioning

confidence: 99%

Section: Methodologies In the Prototypementioning

confidence: 99%

Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education

Monte

Reis

2021

Sustainability

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“…Grau & Whitebread, 2012;Ucan & Webb, 2015). The different forms of MR refer to whose cognitive process is regulated and how the group is involved in the MR process (see De Backer, Van Keer, & Valcke, 2015;Iiskala, Vauras, & Lehtinen, 2004;Malmberg, Järvelä, & Järvenoja, 2017;Ucan, 2017;Whitebread et al, 2009;Volet et al, 2017), while the different foci refer to the level of cognitive activity (high, low) being regulated (cf., Grau & Whitebread, 2012;Iiskala et al, 2011;Khosa & Volet, 2014). To date however, research on the relationship of forms and foci of MR to the quality of the group's learning outcome has not been comprehensively examined.…”

Section: Conceptualisation Of Mr In Collaborative Learning In Terms Of Forms and Focimentioning

confidence: 99%

“…Previous research has explored MR's presence, nature, and characteristics in various collaborative science learning contexts (e.g. Iiskala et al, 2015;Ucan, 2017;Ucan & Webb, 2015), but not necessarily its relationship to learning outcomes, that is, the quality of the group's collective product. Here the group is used as the unit of assessment for learning, rather than the individual, to reveal socially co-constructed understanding (see Hargreaves, 2007).…”

Section: Introductionmentioning

confidence: 99%

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

et al. 2021

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This study investigated how metacognitive regulation (MR), especially its forms and foci, was manifested in less and more successful outcome groups’ collaborative science learning in diverse learning contexts. Whilst previous research has shown that different forms and foci of MR exist in collaborative learning, their role in groups’ learning outcomes remains unexplored. Drawing conclusions from different studies has been difficult because these have used different conceptualisations and analytic methods. In the present study, the learning processes of less and more successful outcome groups from three diverse collaborative science learning contexts were scrutinised. The contexts differed in academic level, disciplinary subject, and national culture. The same theory-based conceptualisations, coding systems, coders, and analyses were used across contexts. In addition, the tasks studied were designed using the same guiding principles. Transcribed video and audio recordings of the groups’ verbal interactions for two distinct interaction segments from these tasks formed the basis of the analyses. Manifestation of forms and foci of MR were quantitatively and qualitatively illustrated in each context. The main findings show that the manifestation of MR of less and more successful outcome groups demonstrated similarities and differences in the three different learning contexts. This study contributes to a contextualised understanding of MR in collaborative science learning, and highlights the importance of using similar, rigorous analytical tools across diverse contexts.

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“…Systematic inclusion of students in the collective forms of educational activity, allowing to organize cooperation, communication, mutual assistance, activates cognitive activity of students and develops creative thinking and reflective levels of regulation, contributing to the formation of motivational and operational components of self-regulation and positive qualities of the individual [4]. 4. Systematic participation of schoolchildren in various types of socially useful work, taking into account accessibility for the given age [2].…”

Section: IVmentioning

confidence: 99%

Attitude Towards Learning Activities at Primary School Age

Zobkov¹,

Zobkov²,

Mironova³

et al. 2019

Proceedings of the International Conference "Topical Problems of Philology and Didactics: Interdisciplinary Approach in Humanit

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The article shows that during the four-year primary school age, the dominant position of the components determining the motivational orientation of primary school age pupils is changing from intellectual-volitional to communicative and emotional-volitional. From the results of our research it follows that the transition period from primary school to early adolescence is a sensitive period for the formation of students' perspective attitude to future professional activities (first stage of career guidance). The article briefly presents the characteristics of primary school pupils with an active-positive and passive-positive attitude to learning activities, which vividly shows the attitude to themselves, other people, schooling.

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Changes in primary school students’ use of self and social forms of regulation of learning across collaborative inquiry activities

Cited by 12 publications

References 30 publications

Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education

Design of a Pedagogical Model of Education for Environmental Citizenship in Primary Education

Significance of forms and foci of metacognitive regulation in collaborative science learning of less and more successful outcome groups in diverse contexts

Attitude Towards Learning Activities at Primary School Age

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