Self-Regulation of Learning and Intentional Conceptual Change

• In Event: 25.021 - Advances in Self-Regulated Learning: Considering Personal Epistemology, Metamotivational Monitoring, Intentional Conceptual Change, and Time Management

Abstract

Despite rapid advances in science over the past several decades, public skepticism and resistance toward topics like STEM cell therapy (Ho, Brossard, & Scheufele, 2008), genetically modified foods (Heddy, Danielson, Sinatra, & Graham, 2017), vaccinations (Kata, 2012), and climate change (Sinatra, Kardash, Taasoobshirazi, & Lombardi, 2012) persist. For citizens to have a thorough understanding of current scientific issues, they must engage in inquiry, problem-solving, and reasoning, all of which are dependent on self-regulation (Sinatra & Hofer, 2016). Without self-regulated skills, individuals may find it very difficult to overcome scientific misconceptions and experience knowledge restructuring or conceptual change (Sinatra & Taasoobshirazi, 2018).

Self-regulation, defined as actions and processes directed at the acquisition of information or skills that involve agency, purpose, and instrumentality (Zimmerman, 1990), involves key components which are also identified as facets of the change process described in Dole and Sinatra’s (1998) Cognitive Reconstruction of Knowledge Model (CRKM). The weighing of arguments and issues against an alternative requires cognitive, metacognitive, epistemic, motivational, and emotional regulation (Sinatra & Taasoobshirazi, 2018). Despite the benefit of self-regulated learning (SRL) for knowledge restructuring, no theoretical models exist that fully explicate self-regulated conceptual change. The CRKM offers one representation of how learner and content characteristics affects the learner’s level of engagement which, in turn, impacts the likelihood of conceptual change. However, the CRKM was not explicit about the role of intentional self-regulatory processes. Later, Sinatra and Pintrich (2003) defined intentional conceptual change as, "the goal-directed and conscious initiation and regulation of cognitive, metacognitive, and motivational processes to bring about a change in knowledge" (p. 6), explicitly noting the centrality of SRL to directing the knowledge change process. The intent to change and the process of self-regulating change are aligned in that SRL processes may provide the leverage needed to overcome strongly held misconceptions. Conceptual change may not occur if individuals are unable to self-regulate key components such as cognition, metacognition, motivation, epistemic cognition, and emotion. Although studies have incorporated various elements of self-regulation as part of science learning (Lombardi, Nussbaum, Sinatra, 2016; Heddy & Pugh, 2015), few studies have explored how learners self-regulate their behaviors, motivation, or emotions when changing their thinking.

This presentation will explore these gaps in the research and the opportunities they afford for research on how conceptual change can be impacted through the use of (a) cognitive strategies, (b) metacognition such as planning, monitoring, and evaluating, (c) personal motivation and engagement behaviors, and (d) emotions that can drive or hinder conceptual change. Furthermore, self-report measures that capture the use of self-regulation strategies are limited. Thus, we will set out a research agenda that tracks SRL in a virtual learning environment using metrics such as click-through rates, annotations, use of online resources, and management of time as indicators of self-regulation mechanisms that support conceptual change. Empirical work that incorporates these design features will be analyzed and presented. Finally, specific recommendations for promoting self-regulated conceptual change through instruction will be discussed.

Authors

• Gale M. Sinatra, University of Southern California

• Alana Kennedy, University of Southern California