1. Think. Learn. Succeed. Pre-Service Teacher Lesson Planning Processes: The Use of Self-Regulation Training Models to Promote Explicit Metacognition of the Nature of Science

2. Think. Learn. Succeed. MPI-S with Pre-Service Teachers Population of Pre-Service teachers Graduate students Career switchers with between 5-25 years of experience as scientists –Average years of experience = 16.7 years Developing lesson plans for the first time Since they are new with pedagogy, they are given MPI-S as an example of how to explicitly promote metacognition with their future students

3. Think. Learn. Succeed. General Model of Self-Regulation

4. Think. Learn. Succeed. Metacognitive Prompting Intervention – Science (MPI-S) PhaseObjective for Phase ObservationStudents observe an exemplar model of the science task EmulationStudents perform the science task with support in the form of a checklist of agreed upon guidelines to conduct inquiry Self-ControlStudents perform the science task with less support and must justify their decisions explicitly by answering questions Self-RegulationStudents independently perform the science task and report on their thinking processes through guided questions

5. Think. Learn. Succeed. Guidelines for Constructing and Verifying Scientific Knowledge Nature of Science 1. Scientific knowledge is tentative but durable 2. Science has a creative and a subjective component 3. Historical, social and cultural factors influence science 4. Empirical evidence is used to support ideas 5. Science and technology impact each other but are not the same 6. Careful data recording, peer review and replication occur in order to validate knowledge 7. Theories help to connect and explain scientific facts (McComas, 2005; Lederman, 1992)

6. Think. Learn. Succeed. Metacognitive Processes

7. Think. Learn. Succeed. Metacognitive prompts Guide and encourage students to compare their thinking with the guidelines for constructing and verifying scientific knowledge Gives teachers explicit strategies to support student metacognition about the nature of science Can fit into already established curriculum

8. Think. Learn. Succeed. Example of MPI-S ObservationI would want to explain things in great detail, so other people could understand my exploration. I would measure how far apart the magnets were when the interaction happened. EmulationMy observations describe what I see, hear or feel. (One example from a checklist) Self-controlCheck your explanations against your observations. Do they make sense together? Explain with one example. Self-regulationCan other people understand your observation out of context? How do you know that?

9. Think. Learn. Succeed. MPI-S Outcomes with Students ThemesEvidence Increase in content knowledge as a result of exposure to content-free prompts Experimental group significantly outperform comparison groups in content knowledge and nature of science knowledge Girls exposed to metacognitive prompts tend to see science as a human endeavor Experimental girls vastly outperformed experimental boys in content and nature of science. Experimental girls reported a new understanding of the collaboration needed in science. Reliance on and respect for evidence in science inquiry When confronted with diverging conclusions, the experimental groups recreated the activity to find an answer. The comparison groups relied on peer pressure or waited for a teacher-led answer. Change in study habits for assessments in science Students in the experimental group report that they study diagrams, graphs and results from labs as well as their text, while comparison groups study vocabulary words

10. Think. Learn. Succeed. MPI-S with In-Service Teachers MPI-S has been tested experimentally with teachers from several different levels of experience 1 year 3 years 10 years 15 years Nearly identical results for their students Perhaps because the prompts help teachers themselves to be metacognitive about the scientific enterprise

11. Think. Learn. Succeed. Design of Study Multiple Case Study Replication Design (Yin, 2003) Data Sources Small, in-class lesson planning assignments One month of lesson plans (unit plan) fully developed with student handouts Videotape of their first time teaching one lesson from the unit plan to peers or to high school students Paper on description, analysis and reflection of video Interview with students after the class is over

12. Think. Learn. Succeed. Results Pre-service teachers fall into two distinct groups Schema-centered TeachersActivity-Centered Teachers Explicitly planned for metacognition in student communication and in assessments of student learning Planned to show students how to think rather than allowing students to construct their own knowledge

13. Think. Learn. Succeed. Schema-Centered Teachers Regarded student epistemology as integral component of teaching students Used the nature of scientific knowledge to leverage explicit metacognition from their students Unit plan contained diverse activity in terms of pedagogy Approached learning goals broadly and worked down to the logistics of each lesson

14. Think. Learn. Succeed. Activity-Centered Teachers Approached lesson planning from specific lessons and patched them together to form a unit Viewed school as a place for learning procedural knowledge and they needed to transmit this knowledge Adopted only the history of science as the core understanding of the nature of scientific knowledge because there was a set story

15. Think. Learn. Succeed. Conclusions Not all pre-service teachers see the value in teaching metacognition, even after exposure to national documents such as How People Learn Science Pre-service teachers who perceive that students won’t learn “unless you tell them what to know” will not be able to access student metacognition because their lessons do not allow students to communicate understanding

16. Think. Learn. Succeed. Conclusions Encouraging Pre-service teachers to plan for metacognition requires: 1.Opportunity to reflect on big ideas 2.Must understand rationale behind teaching the topic – “Why is this important” 3.Explicit planning of metacognitive activities for students –Includes modeling metacognition –Planning for self-regulation of learning Self-reflection Goal setting Self-monitoring

17. Think. Learn. Succeed. Thank you! Correspondence to Dr. Erin E. Peters George Mason University epeters1@gmu.edu