Tuike Iiskala

Interaction of metacognitive regulation, motivation, affective control and conceptual change in collaborative science learning

Traditionally metacognitive regulation and conceptual change have been studied in an individual learning focusing on cognitive aspects. However, findings of previous research suggest that motivation and affect may play a crucial role in metacognitive regulation and conceptual change. Furthermore, there is a rapid accumulation of empirical support for the value of focusing on the group to understand the characteristics of productive collaborative learning. Therefore, the first aim of this research is to deepen the understanding of the interaction between metacognitive regulation, motivation, affective control and conceptual change during the collaborative science learning process. The second aim is to explore the relationship between the process and the product of collaborative science learning. That is, to explore if the quality of the learning product in terms of science conceptual understanding, can be explained in relation to metacognitive regulation, motivation, affective control and conceptual change and their interaction during the process.

This research is based on two international and multidisciplinary projects. In both research projects, small groups’ collaborative science learning processes are videotaped and an extensive range of rigorous tests are used. Analyses of conceptual change acknowledging metaconceptual awareness, metacognitive regulation, motivation and affective control are in the core. Data is analysed both quantitatively and qualitatively. Multiple statistical methods will be applied.

 

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