Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-09T20:03:33.298Z Has data issue: false hasContentIssue false

References

Published online by Cambridge University Press:  02 November 2023

Erin E. Peters-Burton
Erin E. Peters-Burton
Affiliation:
George Mason University, Virginia
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
A Practical Approach to Supporting Science and Engineering Students with Self-Regulated Learning , pp. 255 - 261
Publisher: Cambridge University Press
Print publication year: 2023

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Accreditation Board for Engineering and Technology (ABET). (2021). About ABET. www.abet.org/about-abet/Google Scholar
Akerson, V. L., Buzzelli, C. A., & Donnelly, L. A. (2017). Early childhood teachers’ view of nature of science: The influence of intellectual levels, cultural values, and explicit reflective teaching. Journal of Research in Science Teaching, 45(6), 748–770.CrossRefGoogle Scholar
Ames, C. (1992). Achievement goals and the classroom motivational climate. In Schunk, D. H. & Meece, J. L. (Eds.), Student perceptions in the classroom (pp. 327–348). Lawrence Erlbaum.Google Scholar
Augustine, N. R. (2005). Rising above the gathering storm: Energizing and employing America for a brighter economic future. National Academies Press, Washington, DC.Google Scholar
Bandura, A. (2002). Social cognitive theory in cultural context. Applied Psychology, 51(2), 269–290.Google Scholar
Brand, B. R. (2020). Integrating science and engineering practices: Outcomes from a collaborative professional development. International Journal of STEM Education, 7(13), 1–13. https://doi.org/10.1186/s40594–020-00210-xCrossRefGoogle Scholar
Bråten, I., & Strømsø, H. I. (2005). The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students. British Journal of Educational Psychology, 75(4), 539–565.Google Scholar
Bybee, R. W., Taylor, J. A., Gardner, A. et al. (2006). The BSCS 5E instructional model: Origins and effectiveness. Office of Science Education, National Institutes of Health.Google Scholar
Christian, K. B., Kelly, A. M., & Buggalo, M. F. (2021). NGSS-based teacher professional development to implement engineering practices in STEM instruction. International Journal of STEM Education, 8(21), 1–18. https://doi.org/10.1186/s40594–021-00284-1Google Scholar
Cleary, T. J. (2011). Emergence of self-regulated learning microanalysis: Historical overview, essential features, and implications for research and practice. In Schunk, D. H. & Zimmerman, B. (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 329–345). Routledge/Taylor & Francis Group.Google Scholar
Cleary, T., Kitsantas, A., Peters-Burton, E. E. et al. (2022). Self-regulated learning professional development: Shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, Article 103619. https://doi.org/10.1016/j.tate.2021.103619CrossRefGoogle Scholar
Colclasure, B. C., Durham Brooks, T., Helikar, T., King, S. J., & Webb, A. (2022). The effects of a modeling and computational thinking professional development program on stem educators’ perceptions toward teaching science and engineering practices. Education Sciences, 12(8), 570. https://doi.org/10.3390/educsci12080570CrossRefGoogle Scholar
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Resnick, L. B. (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Lawrence Erlbaum.Google Scholar
Corno, L., & Mandinach, E. (1983). The role of cognitive engagement in classroom learning and motivation. Educational Psychologist, 18(2), 88–108. http://dx.doi.org/10.1080/00461528309529266Google Scholar
Deci, E. L. (1975). Intrinsic motivation. Plenum Press.Google Scholar
Dembo, M. H. (2001). Learning to teach is not enough: Future teachers also need to learn how to learn. Teacher Education Quarterly, 28(4), 23–35.Google Scholar
DiBenedetto, M. K., & Zimmerman, B. J. (2010). Differences in self-regulatory processes among students studying science: A microanalytic investigation. The International Journal of Educational and Psychological Assessment, 5(1), 2–24.Google Scholar
Dignath van Ewijk, C., & van der Werf, M. P. C. (2012). What teachers think about self-regulated learning: Investigating teacher beliefs and teacher behavior of enhancing students’ self-regulation. Education Research International, Article 741713. http://dx.doi.org/10.1155/2012/741713Google Scholar
Duschl, R. A., & Bybee, R. W. (2014). Planning and carrying out investigations: An entry to learning and to teacher professional development around NGSS science and engineering practices. International Journal of STEM Education, 1(12), 1–9. https://doi.org/10.1186/s40594–014-0012-6Google Scholar
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95(2), 256–273. https://doi.org/10.1037/0033-295X.95.2.256Google Scholar
Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645CrossRefGoogle Scholar
Feldon, D. F., Timmerman, B. C., Stowe, K. A., & Showman, R. (2010). Translating expertise into effective instruction: The impacts of cognitive task analysis (CTA) on lab report quality and student retention in the biological sciences. Journal of Research in Science Teaching, 47(10), 1165–1185.Google Scholar
Flores, I. M. (2015). Developing preservice teachers’ self-efficacy through field-based science teaching practice with elementary students. Research in Higher Education Journal, 27, 1–19.Google Scholar
Foster, I. (2006). 2020 computing: A two-way street to science’s future. Nature, 440(7083), 419.Google Scholar
French, D. A., & Burrows, A. C. (2018). Evidence of science and engineering practices in preservice secondary science teachers’ instructional planning. Journal of Science Education and Technology, 27, 536–549. https://doi.org/10.1007/s10956–018-9742-4Google Scholar
Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In Ryan, K. (Ed.), Teacher education: The 74th yearbook of the national society for the study of education (pp. 25–52). University of Chicago Press.Google Scholar
Gordon, S. C., Dembo, M. H., & Hocevar, D. (2007). Do teachers’ own learning behaviors influence their classroom goal orientation and control ideology? Teaching and Teacher Education, 23(1), 36–46.Google Scholar
Guzey, S. S., Roehrig, G., Tank, K., Moore, T., & Wang, H. H. (2014). A high-quality professional development for teachers of grades 3–6 for implementing engineering into classroom. School Science and Mathematics, 114(3), 139–149.Google Scholar
Hang, N. T. T., & Srisawasdi, N. (2021). Perception of the Next Generation Science Standard instructional practices among Vietnamese pre-service and in-service teachers. Journal of Technology and Science Education, 11(2), 440–456. https://doi.org/10.3926/jotse.1154Google Scholar
Hogan, K. (2000). Exploring a process view of students’ knowledge about the nature of science. Science Education, 84(1), 51–70.Google Scholar
Khishfe, R., & Abd-El-Khalick, F. (2002). The influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551–578.Google Scholar
Klusmann, U., Kunter, M., Trautwein, U., Ludtke, O., & Baumert, J. (2008). Engagement and emotional exhaustion in teachers: Does the school context make a difference? Applied Psychology, 57(s1), 127–151. https://doi.org/10.1111/j.1464-0597.2008.00358.xGoogle Scholar
Kramarski, B. (2008). Promoting teachers’ algebraic reasoning and self-regulation with metacognitive guidance. Metacognition and Learning, 3(2), 83–99.CrossRefGoogle Scholar
Kramarski, B., & Kohen, Z. (2017). Promoting preservice teachers’ dual self-regulation roles as learners and as teachers: Effects of generic vs. specific prompts. Metacognition & Learning, 12(2), 157–191. https://doi.org/10.1007/s11409–016-9164-8CrossRefGoogle Scholar
Kramarski, B., & Michalsky, T. (2009). Investigating preservice teachers’ professional growth in self-regulated learning environments. Journal of Educational Psychology, 101(1), 161–175. https://doi.org/10.1037/a0013101Google Scholar
Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434–447.Google Scholar
Kramarski, B., & Revach, T. (2009). The challenge of self-regulated learning in mathematics teachers’ professional training. Educational Studies in Mathematics, 72(3), 379–399.Google Scholar
Kremer-Hayon, L., & Tillema, H. H. (1999). Self-regulated learning in the context of teacher education. Teaching and Teacher Education, 15(5), 507–522.Google Scholar
Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S. E., & Hewson, P. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Corwin Press.Google Scholar
Lucangeli, D., & Cabrele, S. (2006). Mathematical difficulties and ADHD. Exceptionality, 14(1), 53–62. https://doi.org/10.1207/s15327035ex1401_5Google Scholar
Maxwell, J. A. (2012). Qualitative research design: An interactive approach. Sage Publications.Google Scholar
McComas, W. (2019). Principal elements of nature of science: Informing science teaching while dispelling the myths. In McComas, W. F. (Ed.), The nature of science in science instruction: Rationales & strategies (pp. 35–66). Springer.Google Scholar
Merritt, E., Chiu, J. L., Peters-Burton, E. E., & Bell, R. (2018). Teachers’ integration of scientific and engineering practices in primary classrooms. Research in Science Education, 48(6), 1321–1337. https://doi.org/10.1007/s11165-016-9604-0Google Scholar
Moos, D. C., & Ringdal, A. (2012). Self-regulated learning in the classroom: A literature review on the teacher’s role. Education Research International, 2012, 423284. https://doi.org/10.1155/2012/423284Google Scholar
National Academy of Engineering & National Research Council (NAE & NRC). (2009). Engineering in K-12 education: Understanding the status and improving the prospects. National Academies Press.Google Scholar
National Research Council. (1996). National science education standards. National Academies Press.Google Scholar
NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.Google Scholar
NGSS@NSTA (2014). Science and engineering practices. Retrieved from https://ngss.nsta.org/PracticesFull.aspx.Google Scholar
Osborne, J. (2014). Scientific practices and inquiry in the science classroom. In Lederman, N. G. & Abell, S. K. (Eds.), Handbook of research on science education (vol. 2, pp. 579–599). Routledge.Google Scholar
Osborne, J., Collins, S., Ratcliffe, M., Millar, R., & Duschl, R. (2003). What “ideas-about-science” should be taught in school science? A Delphi study of the expert community. Journal of Research in Science Teaching, 40(7), 692–720. https://doi.org/10.1002/tea.10105CrossRefGoogle Scholar
Pazhoman, H., & Sarkhosh, M. (2019). The relationship between Iranian English high school teachers’ reflective practices, their self-regulation and teaching experience. International Journal of Instruction, 12(1), 995–1010.Google Scholar
Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning: Scaffolding student teachers’ development and use of practices that promote self-regulated learning. International Journal of Educational Research, 47(2), 97–108.Google Scholar
Perry, N. E., Phillips, L., & Hutchinson, L. (2006). Mentoring student teachers to support self- regulated learning. The Elementary School Journal, 106(3), 237–254.Google Scholar
Peters, E. E. (2009). Thinking like scientists: Using metacognitive prompts to develop nature of science knowledge. Verlag Dr. Müller Aktiengesellschaft & Co. KG Publishers.Google Scholar
Peters, E. E. (2012). Developing content knowledge in students through explicit teaching of the nature of science: Influences of goal setting and self-monitoring. Science & Education, 21(6), 881–898. https://doi.org/10.1007/s11191–009-9219-1CrossRefGoogle Scholar
Peters, E. E., & Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30(1), 27–52. https://doi.org/10.1080/01443410903353294Google Scholar
Peters-Burton, E. E. (2015). Outcomes of a self-regulatory curriculum model: Network analysis of middle school students’ views of nature of science. Science & Education, 24(7–8), 855–885. https://doi.org/10.1007/s11191-015-9769-3CrossRefGoogle Scholar
Peters-Burton, E. E. (2017). Strategies for learning nature of science knowledge: A perspective from educational psychology. In Matthews, M. R. (Ed.), History, philosophy and science teaching: New perspectives (pp. 167–193). Springer.Google Scholar
Peters-Burton, E. E., & Botov, I. S. (2017). Self-regulated learning microanalysis as a tool to inform professional development delivery in real-time. Metacognition and Learning, 12(1), 45–78. https://doi.org/10.1007/s11409-016-9160-zGoogle Scholar
Peters-Burton, E. E., & Burton, S. R. (2020). The use of metacognitive prompts to foster nature of science learning. In McComas, W. (Ed.), Nature of science in science instruction (pp. 179–197). Springer. https://link.springer.com/chapter/10.1007%2F978–3-030-57239-6_9Google Scholar
Peters-Burton, E. E., Goffena, J., & Stehle, S. M. (2022). Utility of a self-regulated learning microanalysis for assessing teacher learning during professional development. Journal of Experimental Education, 90(3), 523–549. https://doi.org/10.1080/00220973.2020.1799314Google Scholar
Peters-Burton, E. E., Rich, P., Cleary, T. et al. (2020). Using computational thinking for data practices in high school science. The Science Teacher, 87 (6), 30–36.Google Scholar
Peters-Burton, E. E., Rich, P. J., Kitsantas, A., Laclede, L., & Stehle, S. M. (2022). High school science teacher use of planning tools to integrate computational thinking. Journal of Science Teacher Education, 33(6), 598–620. https://doi.org/10.1080/1046560X.2021.1970088Google Scholar
Porter, A., & Peters-Burton, E. E. (2021). Investigating teacher development of self-regulated learning strategies for secondary science students. Teaching and Teacher Education, 105, 103403. https://doi.org/10.1016/j.tate.2021.103403Google Scholar
Pleasants, J., & Olson, J. K. (2019). What is engineering? Elaborating the nature of engineering for K-12 education. Science Education, 103(1), 145–166. https://doi.org/10.1002/sce.21483Google Scholar
Rohrkemper, M. (1989). Self-regulated learning and academic achievement: A Vygotskian view. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Self-regulated learning and academic achievement: Theory, research and practice (pp. 143–167). Springer.Google Scholar
Ryan, R. M., Connell, J. P., & Deci, E. L. (1984). A motivational analysis of self-determination and self-regulation in education. In Ames, C. & Ames, R. (Eds.), Research on motivation in education (Vol. 2, pp. 13–52). Academic Press.Google Scholar
Schulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.Google Scholar
Seo, D., & Taherbhai, H. (2009). Motivational beliefs and cognitive processes in mathematics achievement, analyzed in the context of cultural differences: A Korean elementary school example. Asia Pacific Education Review, 10(2), 193–203. https://doi.org/10.1007/s12564–009-9017-0CrossRefGoogle Scholar
Spruce, R., & Bol, L. (2015). Teacher beliefs, knowledge and practice of self-regulated learning. Metacognition and Learning, 10(2), 245–277. https://doi.org/10.1007/s11409–014-9124-0Google Scholar
Spuck, T. (2014). Putting the Authenticity in science learning. In Spuck, T., Jenkins, L., & Dou, R. (Eds.), Einstein fellows: Best practices in STEM education (pp. 118–156). Peter Lang.Google Scholar
Stehle, S. M., & Peters-Burton, E. E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39), 1–15. https://doi.org/10.1186/s40594–019-0192-1Google Scholar
Teddlie, C., & Tashakkori, A. (2009). Foundational of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications.Google Scholar
Tran, H. H., Capps, D. K., & Hodges, G. W. (2022). Preservice science teachers’ perspectives on and practices related to self-regulated learning after a brief learning opportunity. Sustainability, 14(10), 5923. https://doi.org/10.3390/su14105923Google Scholar
Tricarico, K., & Yendol-Hoppey, D. (2012). Teacher learning through self-regulation: An exploratory study of alternatively prepared teachers’ ability to plan differentiated instruction in an urban elementary school. Teacher Education Quarterly, 39(1), 139–158.Google Scholar
Wang, M. C., & Peverly, S. T. (1986). The self-instructive process in classroom learning contexts. Contemporary Educational Psychology, 11(4), 370–404. http://dx.doi.org/10.1016/0361-476X(86)90031-7Google Scholar
Weintrop, D., Beheshti, E., Horn, M. et al. (2016). Defining computational thinking for mathematics and science classrooms. Journal of Science Education and Technology, 25(1), 127–147. https://doi.org/10.1007/s10956-015-9581-5Google Scholar
Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12(3), 265–310. https://doi.org/10.1016/0273-2297(92)90011-PGoogle Scholar
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215CrossRefGoogle Scholar
Yin, R. K. (2003). Case study research: Design and methods. Sage Publications.Google Scholar
Yong, B. (2014, May 7). Man-made electromagnetic noise disrupts a bird’s compass. National Geographic. Man-Made Electromagnetic Noise Disrupts a Bird’s Compass (nationalgeographic.com)Google Scholar
Zimmerman, B. J. (2000). Attaining self-regulation: A social-cognitive perspective. In Boekaerts, M., Pintrich, P., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press.Google Scholar
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.Google Scholar
Zimmerman, B. J., & Kitsantas, A. (1997). Developmental phases in self-regulation: Shifting from process to outcome goals. Journal of Educational Psychology, 89(1), 29–36.Google Scholar
Zimmerman, B., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660–668. http://dx.doi.org/10.1037/0022-0663.94.4.660Google Scholar
Zimmerman, B. J., & Kitsantas, A. (2014). Comparing the predictive power of self-discipline and self-regulation measures of learning. Contemporary Educational Psychology, 39(2), 145–155. http://dx.doi.org/10.1016/j.cedpsych.2014.03.004Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

  • References
  • Erin E. Peters-Burton, George Mason University, Virginia
  • Book: A Practical Approach to Supporting Science and Engineering Students with Self-Regulated Learning
  • Online publication: 02 November 2023
  • Chapter DOI: https://doi.org/10.1017/9781009103800.018
Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

  • References
  • Erin E. Peters-Burton, George Mason University, Virginia
  • Book: A Practical Approach to Supporting Science and Engineering Students with Self-Regulated Learning
  • Online publication: 02 November 2023
  • Chapter DOI: https://doi.org/10.1017/9781009103800.018
Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

  • References
  • Erin E. Peters-Burton, George Mason University, Virginia
  • Book: A Practical Approach to Supporting Science and Engineering Students with Self-Regulated Learning
  • Online publication: 02 November 2023
  • Chapter DOI: https://doi.org/10.1017/9781009103800.018
Available formats
×