Abstract

A key process in the discipline of science is argumentation, which has recently been receiving more attention in K-12 classrooms. The purpose of this multiple case study was to concurrently examine self-regulated learning processes (SRL) and learning outcomes of three teachers in a professional development (PD) on argumentation in science to assess the relationship between types of learning processes employed by teachers and corresponding learning outcomes. Three teacher cases were selected based on variations in their self-efficacy for the PD, the type of schools in which they taught, and their experiences with argumentation in science. Teachers who were able to use SRL strategies had deeper learning outcomes and created lesson plans that engaged students in higher levels of argumentation. It was found that the SRL microanalysis was useful in eliciting learning processes for learners and provided opportunities for learners to be more aware of their SRL practices. Implications for this study include ways to measure learning processes and learning outcomes concurrently to provide more effective PD instruction.

摘要

科学学科的一个关键过程是论证，最近在 K-12 教室中受到了更多关注。这项多案例研究的目的是同时检查三名教师在科学论证的专业发展 (PD) 中的自我调节学习过程 (SRL) 和学习成果，以评估教师采用的学习过程类型与相应的学习过程之间的关系学习成果。根据他们对 PD 的自我效能、他们所教学校的类型以及他们在科学论证方面的经验，选择了三个教师案例。能够使用 SRL 策略的教师有更深入的学习成果，并制定了让学生参与更高水平论证的课程计划。研究发现，SRL 微观分析有助于引导学习者的学习过程，并为学习者提供了更多了解其 SRL 实践的机会。本研究的意义包括同时测量学习过程和学习成果的方法，以提供更有效的 PD 指导。