Research Methods for the Learning Sciences

Research Methods for the Learning Sciences

Meta-Cognition, Motivation, and Affect PSY504 Spring term, 2011 February 9, 2010 Metacognitive-SRL Theory

Today well discuss Meta-cognitive/SRL models What would characterize a good model? Your thoughts on criteria?

What would characterize a good model? Some of my thoughts Completeness (includes all known phenomena in the domain) Nothing False

Generativity (creates new predictions which can be tested) Falsifiability (makes claims which, if false, require the model to be adjusted in fashions that are generative cf. Lakatos, 1978) Butler & Winne (1995)

Your thoughts

What is good in this model? What seems wrong in this model? What is missing from this model? Is this a good model, by our earlier criteria? Winne & Hadwin (1998)

Winne & Hadwin (1998): Four Phases Phase 1. Learners develop a model of the task by interpreting task conditions (contextual constraints and affordances that involve, for e.g., time limits, material resources, help available) and cognitive conditions (e.g.,

knowledge of the task domain, memories of challenges experienced with similar tasks and strategies that proved effective). Winne & Hadwin (1998): Four Phases Phase 2. Learners create goals relative to their

model of the task (e.g., to increase knowledge about a particular topic). Then, they select cognitive operations operationalized as study tactics and learning strategies that they predict can contribute to achieving these goals.

Winne & Hadwin (1998): Four Phases Phase 3. Learners engage in learning by applying their chosen tactics and strategies. As they do, chosen tactics and strategies create provisional updates to the initial knowledge and beliefs (e.g., Am I learning more about

this topic? Is this strategy as helpful as I thought it would be), steps toward the ultimate goal of the task. Winne & Hadwin (1998): Four Phases Phase 4. Each cognitive operation a learner applies

constructs products (knowledge, research reports, models or diagrams). When evaluations of products are available, either from the environment (e.g., a peers comment or a computers beep) or in the learners working memory, learners may choose to stay with or revise those products. As well, they may adjust their model of the task and adapt goals

and strategies accordingly. Winne & Hadwin (1998): What is needed for learning progress Learners need an accurate model of the task and access to information they are supposed to learn. Learners need expertise in a repertoire of effective study tactics and

learning strategies to cope with challenges tasks present Learners need to know or have access to standards for monitoring changes in subject matter knowledge, the fit of study tactics and learning strategies to tasks they are assigned, and properties of the cognitive operations that comprise study tactics and learning strategies Learners need to be metacognitively active in monitoring and

controlling (regulating) how they learn, that is, which study tactics they choose and patterns of tactics that comprise learning strategies. Your thoughts

What is good in this model? What seems wrong in this model? What is missing from this model? Is this a good model, by our earlier criteria?

Is this model an advance on Butler & Winnes (1995) model? If so, how? Metcalfe & Shimamura, 1994 Your thoughts Does this model capture anything interesting

missed in the other models? Zimmerman & Campillo, 2003 Your thoughts Does this model capture anything interesting missed in the other models?

Open Issues in Meta-Cognition (Veenman et al., 2006) Can we taxonomize/categorize meta-cognitive phenomena better? And can we model inter-relationships better? What distinguishes conscious meta-cognition from unconscious meta-cognition; what are the important differences?

Which aspects of meta-cognition are domain-general and which are domain-specific? Through what processes does meta-cognition develop? How can we promote the development of meta-cognition? Open Issues in Meta-Cognition (Veenman et al., 2006)

Good places to do a dissertation, or 5 years of post-doc research Or quagmires with no escape Next Monday Expectancy-Value Theories Taught by Dovan Rai

Readings Wigfield, A., Eccles, J.S. (2000) Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25, 65-81. Schunk, D.L., Pintrich, P.R., Meece, J.L. (2009) Motivation in Education: Theory, Research, and Applications. Ch.2,

Expectancy-Value Theories of Motivation, pp. 43-78.

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