Research on Geoscience Students' Self-Regulated Learning/Metacognition and Affective Domain

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Authors: Karen S. McNeal, Auburn University; Kaatje Van der Hoeven Kraft, Whatcom Community College; Elizabeth Nagy-Shadman, Pasadena City College; and Mary Beck, Valencia College

Jump Down To: Grand Challenge 1 | Grand Challenge 2 | Grand Challenge 3 | Grand Challenge 4 |

Introduction

When we think of learning, we commonly focus on the content. However, it is how individuals navigate that content through their affect (emotional response) and their ability to self-regulate: motivations, interests, and metacognitive capabilities (ability to reflect on what they know, what they don't know and what they need to do to improve on those weaknesses) that ultimately determines whether and how they interact with the content. While research clearly indicates that the ability to self-regulate is critical for success in learning in general (for example, Pintrich & Zusho (2007); Zimmerman (2001); Schraw (1998)) what we are still trying to determine is what this looks like for the geosciences. There is clear evidence that the same factors that impact student learning in general are also appropriately applied to geoscience contexts (Lukes & McConnell (2014), what we still need to learn is how specific skill sets within the geosciences, for example spatial reasoning, working through deep time and space may impact one's ability to navigate content and how that can be enhanced by self-regulation, affect and metacognition. In addition, what this looks like may be different with different populations and contexts. We also need to better determine how we can support faculty in supporting student development of these skills and capabilities.

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Provenance: Kristen St. John, James Madison University
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Grand Challenge 1. Student Skills: How do we support students in developing their ability to learn, regulate, and apply the skills and ways of thinking in the geosciences along the expert-novice continuum?

Rationale:Part of preparing students for careers and social/civic involvement after college, as well as contributing to students' academic success, is helping them acquire and hone skills beyond academic and technical skills. Students need adequate "soft skills" that help them succeed when working in teams, communicating information, and managing their own and others time and effort. In addition, acquisition of these transferable skills is critical in helping students advance along the novice-expert continuum.

Strategy: Identify the skills that are used by different populations along this continuum, identify ways to support development of those skills for students, and assess implementation tactics.

Grand Challenge 2. Inclusion: What are effective strategies in engaging a diverse population of students in their learning and sustaining their interest in the geosciences?

Rationale: In order to increase underrepresentation in the geosciences, and to assure success for all students, we must determine what strategies are most effective in engaging students in order to effectively learn the geoscience content. In addition, there are barriers that exist within the classroom and the institution that need to be identified in order to develop strategies to support students in learning and developing and maintaining interest. What these strategies are as a result of these barriers may look different with different populations and contexts.

Strategy: Identify strategies that are most successful and barriers that prevent engaging a diverse student population or are more effective with specific populations; measure the impact of these strategies on student learning.

Grand Challenge 3. Assessment: How can we measure student experiences in the geosciences through the lens of self-regulation, motivation and other components using the most cutting edge research technology and methodologies?

Rationale:There currently exists established methods, tools, and instruments within and outside of the geoscience education community (e.g., educational psychology, science education, other discipline based education fields, and cognitive science) for measuring affect and metacognition. The GER field should leverage and build on these approaches and apply them to the specific learning needs of students as they are engaging with geoscience content and developing skill sets within the variety of geoscience learning settings. Both research grade approaches and tools as well as classroom level assessments for instructor use should be targeted.

Strategy: Need to explore literature and expertise from other fields outside geosciences to ensure we are using the most valid, reliable, and up to date instruments, techniques, and methodologies. Need to test these instruments and methodologies within the context of the geosciences.

Grand Challenge 4. Educators:How support the geoscience community in learning and implementing classroom strategies that are known to be effective in supporting students affect, metacognition and self-regulation of learning?

Rationale: Faculty guidance is vital for coaching students to be self-regulated learners. In order for Challenges 1 and 2 (above) to be implemented broadly and successfully, instructors must be knowledgeable and comfortable using classroom strategies related to affect, metacognition, and self-regulation of learning. With these skills at their fingertips, members of the geoscience community will be a valuable resource for students who are not familiar with (or even aware of) strategies to take control of their own learning. Dissemination strategies can include faculty development, such as face-to-face workshops and webinars, and published research studies that focus on adoption strategies in various learning environments. Barriers to helping instructors learn about these strategies can be psychological (instructors' resistance to change/lack of interest), institutional (lack of support to make changes by administrators), and logistical (no time/funds to attend PD workshops).

Strategy: Determine the relationship between attitudes and adoption across different members of the community (practitioners and administrators) from those that represent both formal and informal learning environments. Take inventory of faculty professional development programs inside and out of the geosciences that have been successful in employing pedagogical contexts and approached.

Connections

This working group (WG9) has connections with WG5 (underrepresented groups), WG8 (Instructional strategies in different settings and technology), WG10 (professional development). Links to industry are also likely as the development of student's "soft skills" (e.g., metacognition, affect, and self-regulation) may be desirable to future geoscience employees and could be further explored with the engagement of sector employers (e.g., industry, corporate, consulting, and NGOs).

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