Daniel C. Moos, PhD. Introduction: Personal Beliefs “Discovery Learning” “Critical Thinking”...
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Transcript of Daniel C. Moos, PhD. Introduction: Personal Beliefs “Discovery Learning” “Critical Thinking”...
Daniel C. Moos, PhD
Pre-service developing views of instructional practice: The role of self-
regulated learning
Introduction: Personal Beliefs
“Discovery Learning” “Critical Thinking”
“Constructivist Approach”
“Humanistic Approach”
Teacher as a Facilitator
Educational Psychology
Introduction: Personal Beliefs Teacher as a prescriber….
• Learning happens quickly or not at all
• Multiple perspectives have little merit
• It is the teachers job to provide a standardized interpretation of the material
• Students do not have the capacity to regulate their learning
• Pre-service personal approaches to learning
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
SRL Theoretical FrameworkSocial Cognitive Approach (Schunk & Zimmerman, 1997; Zimmerman, 2000) )
Research Questions
Daniel C. Moos, PhDDepartment of Education
Gustavus Adolphus CollegeAERA 2013
(1) To what extent do pre-service teachers’ SRL predict their views on students’ capacity for self-regulation?
(2) To what extent do pre-service teachers’ SRL predict their views on constructivist classrooms?
(3) To what extent do pre-service teachers’ SRL predict their views on traditional classrooms?
Overview of Study: Participants & Measures
• Participants (N = 63)• Pre-service teachers from SLAC in midwest (USA); all
Educational Psychology students• 43 females (68%) and 20 males (31%); 36 (57%) elementary, 8
(13%) middle level, and 19 (30%) high school• Measures & Procedure (administered at two points during
the semester)• Self-regulated Learning Beliefs
• Self-Regulated Learning Teacher Belief Scale (Lombaerts et al., 2009)
• Views of instruction (constructivist vs traditional)• Self-report questionnaire (Yilmaz & Sahin, 2011)
• Self-regulated learning• Concurrent think-aloud (Azevedo & Cromely, 2004)
Participants & Measures, cont.SRL: Think-aloud data (approximately 12.6 hours of audio and video from Silverback)
“I remember talking about
Constructivism in Psychology”
Prior Knowledge Activation
PLANNING
Recycle Goal
What am I suppose to be
learning about?
Sub-goal
I think I should learn about the assumptions…
Participants & Measures, cont.SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback)
+
“This makes total sense…”
Understanding
- + -
“I don’t get this…”
“That diagram is
totally irrelevant”
“That had really good information”
Content
MONITORING
Participants & Measures, cont.
COIS
STRATEGIES
Review NotesRereadMemorize
Draw Search Inferences
SRL: Think-aloud data (approximately 14 hours of audio and video from Silverback)
Summarize Take Notes
Overview of Study: ResultsParticipants who monitored their learning more frequently also had statistically significant stronger beliefs that students are capable of self-regulating their own learning.
Pre-service teachers who planned their learning more frequently also had stronger beliefs that a constructivist approach was more effective.
More active participation in learning seems to be positively related to support of active classrooms
Overview of Study: Discussion (I)
• Extends long held assumption that learners construct knowledge in an idiosyncratic process, based on personal experiences and beliefs
• Context for teacher education programs:• Personal beliefs act as a filter when pre-service teachers
form views on effective practices• Importance of designing a teacher education program that
explicitly accounts for this highly individualized process, including individual approaches to learning
______________________________________________________________________
Thank you! Daniel C. Moos, PhD
______________________________________________________________________
Contact InformationEmail: [email protected]
Website: homepages.gac.edu/~dmoos