Contribution of metacognitive questions to accuracy of judgment of learning in a digital environment.

Primary school pupils have difficulty making accurate judgments of learning (JOL) in a digital environment. In two studies, we examined the contribution of metacognitive self-questioning to JOL accuracy in the course of reading literacy (Study 1) and mathematical literacy (Study 2) digital learning programs. Both studies comprised a six-session intervention.

Metacognitive scaffolding for preservice teachers' self-regulated design of higher order thinking tasks.

This study compared two professional training courses targeting self-regulated learning (SRL) amongst preservice secondary science teachers in the context of didactic content knowledge for teaching higher-order thinking (HOT-PCK), either with metacognitive scaffolding (Meta group) or without (Control group). Measures included trainees' comprehension and design of HOT-PCK learning tasks, online SRL reflections about learning-teaching events, and self-reported SRL aptitude. Results indicated skill improvement in both groups, but the metacognitive support provided by the IMPROVE self-questioning technique better enhanced the preservice teachers' (PSTs) development of HOT-PCK, both as students (comprehension skills) and as future teachers (design skills), additionally as their ability to reflect on and control their studying.

Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems.

Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes.

When to Scaffold Motivational Self-Regulation Strategies for High School Students' Science Text Comprehension.

Noting the important role of motivation in science students' reading comprehension, this 14-weeks quasi-experiment investigated the optimal timing for implementation of metamotivational scaffolding for self-regulation of scientific text comprehension. The "IMPROVE" metamotivational self-regulatory model (Introducing new concepts, Metamotivation questioning, Practicing, Reviewing and reducing difficulties, Obtaining mastery, Verification, and Enrichment) was embedded at three different phases of secondary students' engagement with scientific texts and exercises (before, during, or after) to examine effects of timing on groups' science literacy and motivational regulation. Israeli 10th graders ( = 202) in eight science classrooms received the same scientific texts and reading comprehension exercises in four groups.

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies.

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' "noticing" of explicit SRL teaching behaviors in videotaped classroom vignettes.

Promoting Middle School Students' Science Text Comprehension via Two Self-Generated "Linking" Questioning Methods.

This quasi-experimental study examined training in two types of reading strategies: self-generated questions either connecting to prior knowledge (Extra-Text) or connecting between the text's parts (Within-Text). Immediate and long-term effects were assessed on ninth graders' science text comprehension, versus an untrained control group. The three student groups ( = 193) received the same study unit of scientific texts and accompanying tasks, either with/without training in self-generated questioning.