Introduction (Continued)
3. Scientific Literacy
I wanted to develop scientific literacy skills because they would support student success within my class and wherever their future may lead them. At this point my inquiry question was; “How can enduring understandings promote the development of scientifically literate adults?” In the PISA 2015 draft, the definition of scientific literacy is: “Scientific Literacy is the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. A scientifically literate person, therefore, is willing to engage in reasoned discourse about science and technology” (p. 4, OCED, 2012). This source also states three competencies called content knowledge, procedural knowledge, and epistemic knowledge (OCED, 2012). I choose to utilize this definition of what it means to be scientifically literate because I believe it supports an update and well-rounded explanation of scientific literacy. As I began to implement lessons and assignments that would build the skills of scientific literacy, I recognized that this was this too large and complex of a goal to undertake in the time I had. Another important consideration that altered the course of my inquiry was insuring my students were able to demonstrate academic mastery with the chemistry content. Therefore I had to narrow my focus to a critical underlying facet of scientific literacy. This led me to metacognition.
4. Metacognition
Metacognition refers to the ability to be self-aware and reflective upon one’s own thinking. This requires an awareness of the metal processes and strategies necessary to perform any cognitive task (Schmitt & Newby, 1986). Developing students’ abilities to be metacognitive about their learning will support their ability to be scientifically literate adults as well as life long learners. Metacognitive thinking serves anyone in a variety of ways including but not limited to: enabling one to be conscious of ramifications of actions; teaching the necessity for planning; uncovering the importance of being thoughtful citizens; and guiding students to be efficient learners. However, instruction time is typically focused solely on teaching content, rather than teaching students strategies to be efficient and effective learners. Joseph (2010) posses the question “What is more important than spending time teaching the critical thinking skills needed for independent learning?” Further he states that having students “practice reflective thinking does not add extra content; rather, it is a tool for mastering existing content” (pp. 100). This idea has driven me to develop the importance of incorporating instruction that builds metacognition into my philosophy and practice as an educator. Now that I have finally targeted a specific skill I want to develop with my students, I needed to determine how I would do this, leading to the final piece to my journey to an inquiry question.
5. Learning Objectives
I used learning objective outlines at the start of every unit with my chemistry students (see Units 4, 5, 6, & 7). Initially the purpose of objectives was to present information to students and organize my lessons. After speaking to my University supervisor, I realized I could use objectives to engage students in reflective processes aimed at uncovering what they understood about the content. This critically impacted the way I used learning objectives. I began incorporating learning objectives into my lessons through the use of do nows, exit tickets, stating the daily objectives in presentation slides, class discussions, questioning, and engaging students in individual reflection. The use of objectives allowed me to structure my teaching and student learning to promote their intellectual development of metacognition and self-regulative learning (Fox and Riconscente, 2008). According to the research of Fox and Riconscente (2008) on the works of William James, Jean Piaget, and Lev Vygotsky, “metacognition and self-regulation are parallel and intertwining constructs that are clearly distinct yet mutually entailed both developmentally and in their functions in human thought and behavior” (p. 386). Therefore, scaffolding student learning through transparent learning goals or objectives, students could be guided to develop metacognitive skills and self-regulation. This guided me to my final inquiry question:
How does teaching students to have a metacognitive approach to learning objectives promote their success?
This journey was an exploration and evolution in my approach and goals as a teacher. My line of inquiry has been an investigation of how I can promote student success within and beyond the classroom. A critical piece of success is to equip students with the skills to be life long learners. This exploration has lead me to realize that by building students metacognitive skills they will be more successful learners in my class and well beyond high school. I will now delve into data from my student teaching practice that characterizes my journey from question development though a summation of my findings.
I wanted to develop scientific literacy skills because they would support student success within my class and wherever their future may lead them. At this point my inquiry question was; “How can enduring understandings promote the development of scientifically literate adults?” In the PISA 2015 draft, the definition of scientific literacy is: “Scientific Literacy is the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen. A scientifically literate person, therefore, is willing to engage in reasoned discourse about science and technology” (p. 4, OCED, 2012). This source also states three competencies called content knowledge, procedural knowledge, and epistemic knowledge (OCED, 2012). I choose to utilize this definition of what it means to be scientifically literate because I believe it supports an update and well-rounded explanation of scientific literacy. As I began to implement lessons and assignments that would build the skills of scientific literacy, I recognized that this was this too large and complex of a goal to undertake in the time I had. Another important consideration that altered the course of my inquiry was insuring my students were able to demonstrate academic mastery with the chemistry content. Therefore I had to narrow my focus to a critical underlying facet of scientific literacy. This led me to metacognition.
4. Metacognition
Metacognition refers to the ability to be self-aware and reflective upon one’s own thinking. This requires an awareness of the metal processes and strategies necessary to perform any cognitive task (Schmitt & Newby, 1986). Developing students’ abilities to be metacognitive about their learning will support their ability to be scientifically literate adults as well as life long learners. Metacognitive thinking serves anyone in a variety of ways including but not limited to: enabling one to be conscious of ramifications of actions; teaching the necessity for planning; uncovering the importance of being thoughtful citizens; and guiding students to be efficient learners. However, instruction time is typically focused solely on teaching content, rather than teaching students strategies to be efficient and effective learners. Joseph (2010) posses the question “What is more important than spending time teaching the critical thinking skills needed for independent learning?” Further he states that having students “practice reflective thinking does not add extra content; rather, it is a tool for mastering existing content” (pp. 100). This idea has driven me to develop the importance of incorporating instruction that builds metacognition into my philosophy and practice as an educator. Now that I have finally targeted a specific skill I want to develop with my students, I needed to determine how I would do this, leading to the final piece to my journey to an inquiry question.
5. Learning Objectives
I used learning objective outlines at the start of every unit with my chemistry students (see Units 4, 5, 6, & 7). Initially the purpose of objectives was to present information to students and organize my lessons. After speaking to my University supervisor, I realized I could use objectives to engage students in reflective processes aimed at uncovering what they understood about the content. This critically impacted the way I used learning objectives. I began incorporating learning objectives into my lessons through the use of do nows, exit tickets, stating the daily objectives in presentation slides, class discussions, questioning, and engaging students in individual reflection. The use of objectives allowed me to structure my teaching and student learning to promote their intellectual development of metacognition and self-regulative learning (Fox and Riconscente, 2008). According to the research of Fox and Riconscente (2008) on the works of William James, Jean Piaget, and Lev Vygotsky, “metacognition and self-regulation are parallel and intertwining constructs that are clearly distinct yet mutually entailed both developmentally and in their functions in human thought and behavior” (p. 386). Therefore, scaffolding student learning through transparent learning goals or objectives, students could be guided to develop metacognitive skills and self-regulation. This guided me to my final inquiry question:
How does teaching students to have a metacognitive approach to learning objectives promote their success?
This journey was an exploration and evolution in my approach and goals as a teacher. My line of inquiry has been an investigation of how I can promote student success within and beyond the classroom. A critical piece of success is to equip students with the skills to be life long learners. This exploration has lead me to realize that by building students metacognitive skills they will be more successful learners in my class and well beyond high school. I will now delve into data from my student teaching practice that characterizes my journey from question development though a summation of my findings.