Self-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding

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dc.catalogadorvzp
dc.contributor.authorWhitebread, David
dc.contributor.authorGrau Cárdenas, Valeska Valentina
dc.contributor.authorZohar, A
dc.contributor.authorDori, YJ
dc.date.accessioned2024-04-15T18:32:55Z
dc.date.available2024-04-15T18:32:55Z
dc.date.issued2012
dc.description.abstractWithin an understanding of metacognition as a process embedded within the self-regulated learning construct, this chapter presents a review of different theoretical models relating the concepts of self-regulated learning and metacognitive skills to models of conceptual change and learning in a domain. This review stresses a developmental perspective and an in-depth analysis of these relationships within the scientific domain. In this context, theories of self-regulated learning and intentional conceptual change are analysed and discussed in the light of recent evidence from empirical studies. Evidence will also be presented from an empirical study, carried out by the authors, which illustrates the relationship between these constructs in the early years of schooling in relation to the biological domain. Through a multiple case study approach and a microgenetic perspective, eight cases belonging to the third grade of primary school were followed during one academic semester. The data collected involved observations of the children in the multiple contexts of collaborative group work activities within the classroom and individual activities and assessments which varied in their demands upon domain-specific knowledge and cognitive strategies. Implications for the relationship between self-regulated learning and conceptual change in science learning are discussed, including theoretical implications and practical suggestions to foster learning through interventions in the science classroom. The predominant type of metacognition observed in this study was of on-line regulation, namely, planning, monitoring, control and reflection during students learning. The article also examines the interrelationships between metacognition and intentional conceptual change (ICC) and between metacognition and self-regulation.
dc.format.extent32 páginas
dc.fuente.origenWOS
dc.identifier.doi10.1007/978-94-007-2132-6_6
dc.identifier.isbn978-94-007-2131-9
dc.identifier.issn1572-5987
dc.identifier.urihttps://doi.org/10.1007/978-94-007-2132-6_6
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/85126
dc.identifier.wosidWOS:000320068100006
dc.information.autorucEscuela de Psicología; Grau Cárdenas, Valeska Valentina; 0000-0002-4487-838X; 10537
dc.language.isoen
dc.nota.accesosin adjunto
dc.pagina.final132
dc.pagina.inicio101
dc.publisherSPRINGER
dc.revistaMETACOGNITION IN SCIENCE EDUCATION: TRENDS IN CURRENT RESEARCH
dc.rightsregistro bibliográfico
dc.subjectPHOTOSYNTHESIS
dc.subjectMOTIVATION
dc.subjectSTUDENTS
dc.subjectACHIEVEMENT
dc.subject.ddc150
dc.subject.deweyPsicología
dc.subject.ods04 Quality Education
dc.subject.odspa04 Educación y calidad
dc.titleSelf-regulated Learning and Conceptual Development in Young Children: The Development of Biological Understanding
dc.typecapítulo de libro
dc.volumen40
sipa.codpersvinculados10537
sipa.trazabilidadWOS;05-06-2021
sipa.trazabilidadORCID;2024-04-15
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