Self-regulated learning practices improve and promote understanding and assessment. This book is for teacher educators and teacher leaders who want practical ways to structure learning environments to help students become more aware of the way they learn about science and engineering practices.
Science and engineering practices tend to be more di cult to teach and monitor for student progress than content knowledge, because practices are skill based. This book presents tangible ways for teacher educators and teachers to design learning environments that involve student goal setting, monitoring, and re ection on their performance of science and engineering practices. It models ways teachers can support e ective learning behaviors and monitor student progress in science and engineering practices. It also presents practical ways to set up preservice teacher instruction and inservice teacher professional development that address both self-regulated learning and science and engineering practices. Educational research designs are presented from qualitative, quantitative, and mixed methods traditions that investigate student and teacher engagement with science and engineering practices through self-regulated learning.
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Ways to design learning environments that involve student goal setting, monitoring, and reflection for science and engineering practices.
Section I. Foundations;
1. Student Engagement in Science and Engineering Practices;
2. Unpacking Science and Engineering Practices;
3. Self-Regulated Learning; Section II. Engaging in Disciplinary Tasks in Science and Engineering;
4. Asking Questions and Defining Problems;
5. Developing and Using Models;
6. Planning and Carrying Out Investigations;
7. Analyzing and Interpreting Data;
8. Mathematics and Computational Thinking;
9. Constructing Explanations and Designing Solutions;
10. Engaging in Argument from Evidence;
11. Evaluating and Communicating Information; Section III. Educational Research and Teacher Education Applications;
12. Professional Development Designs;
13. Planning Lessons with Embedded Self-Regulated Learning Using the 5E Format;
14. Research designs for Examining Science and Engineering Practices and SRL.
Erin E. Peters-Burton is Professor at George Mason University, USA, and Director of the Center for Social Equity through Science Education. She taught at secondary school for fteen years prior to her academic work. She has published in science education, teacher education, educational psychology, marine biology, geology education, philosophy of science, technology, educational leadership, and learning disability journals. In 2016 she was named the ASTE Outstanding Science Teacher Educator of the Year.
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