Instructional Strategies for Promoting Conceptual Change: Supporting Middle School Students

We propose the self-regulation view in writing-to-learn as a promising theoretical perspective that draws on models of self-regulated learning theory and cognitive load theory. According to this theoretical perspective, writing has the potential to scaffold self-regulated learning due to the cognitive offloading written text generally offers as an external representation and memory aid, and due to the offloading, that specifically results from the genre-free principle in journal writing. However, to enable learners to optimally exploit this learning opportunity, the journal writing needs to be instructionally supported. Accordingly, we have set up a research program—the Freiburg Self-Regulated-Journal-Writing Approach—in which we developed and tested different instructional support methods to foster learning outcomes by optimizing cognitive load during self-regulated learning by journal writing. We will highlight the main insights of our research program which are synthesized from 16 experimental and 4 correlative studies published in 16 original papers. Accordingly, we present results on (1) the effects of prompting germane processing in journal writing, (2) the effects of providing worked examples and metacognitive information to support students in effectively exploiting prompted journal writing for self-regulated learning, (3) the effects of adapting and fading guidance in line with learners’ expertise in self-regulated learning, and (4) the effects of journal writing on learning motivation and motivation to write. The article closes with a discussion of several avenues of how the Freiburg Self-Regulated-Journal-Writing Approach can be developed further to advance research that integrates self-regulated learning with cognitive load theory.

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The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

Nückles

et al. 2020

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The Literacy Component of Mathematical and Scientific Literacy

Yore

Pimm

Tuan

2007

Int J of Sci and Math Educ

129

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This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and discipline-specific language, habits-of-mind/emotional dispositions, and information communication technology strategies to prepare people for adult life and democratic citizenship. These frameworks provide potential insights into research and pedagogy. Furthermore, they provide guidelines for second-generation standards, curriculum development and assessment so as not to overlook or underemphasize the fundamental literacy component of mathematical and scientific literacy for all students, which can result in fuller participation in the public debate about science, mathematics, technology, society, and environment issues.

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The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

Bılgın

Geban

2006

J Sci Educ Technol

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Instructional Strategies for Promoting Conceptual Change: Supporting Middle School Students

Cited by 11 publications

References 23 publications

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

The Literacy Component of Mathematical and Scientific Literacy

The Effect of Cooperative Learning Approach Based on Conceptual Change Condition on Students' Understanding of Chemical Equilibrium Concepts

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