ERIC Number: EJ1071559
Record Type: Journal
Publication Date: 2015-Oct
Abstractor: As Provided
Reference Count: 75
Outcomes of a Self-Regulated Learning Curriculum Model
Peters-Burton, Erin E.
Science & Education, v24 n7-8 p855-885 Oct 2015
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.
Descriptors: 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
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A