Utility of a Self-Regulated Learning Micro-Analysis for Scientific Argumentation in Professional Development Experiences

• In Event: 52.077 - Measuring and Facilitating Self-Regulated Learning

Abstract

The purpose of this study was to examine self-regulated learning (SRL) processes and learning outcomes of three teachers in a professional development (PD) on argumentation in science to assess the interaction between types of processes employed by teachers and corresponding learning outcomes. Additionally, the study was conducted to determine the extent to which self-regulated learning prompts may have guided real-time change in the PD instruction.
The SRL microanalysis protocol was not only successful in providing more insight into teacher metacognition and learning than the pre- and post-tests, but also helped the PD instructor to modify instruction when alerted to incongruent goals and self-monitoring. The instructor was able to provide differentiated rigor in the instruction based on microanalysis responses.

Authors

• Erin E. Peters Burton, George Mason University

• Michael Briscoe, George Mason University

• Jordan D. Goffena, George Mason University