June 20, 2010
June 20, 2010
June 23, 2010
15.55.1 - 15.55.8
A Model for Promoting Cognition, Metacognition and Motivation in the Technological Class: The Theory of Self- Regulated Learning
Educators widely acknowledge the advantages of project-based learning in technology and engineering over traditional schooling. However, teachers with a strong background in engineering often focus on learning specific subject matter and completing a technical work rather than developing students learning competences. To address this situation, it is suggested to adapt the theory of self-regulated learning to the context of technology education, with a focus on promoting cognition, metacognition and motivation in the class. The guidelines for adapting this model for a reform in technology education in Israeli high schools, and preliminary outcomes from delivering an in-service course to teachers are discussed.
Educators are increasingly aware that one of the main objectives of education is to foster students general skills such as problem-solving, creativity and teamwork. To achieve this end, schooling must shift to more student-centered instruction such as project-based learning as a substitute for traditional teaching methods. On the one hand, several studies in Israel and other countries emphasize the educational advantages of the project method in fostering meaningful learning and raising students motivation   . On the other hand, teachers having a strong engineering background frequently center on teaching specific subject matter, while the development of higher intellectual skills is often perceived as a side-effect or natural outcome of learning scientific-related subjects. As a result, students might prepare very sophisticated projects from a technical viewpoint but progress only little in terms of becoming independent learners and creative designers. In order to maximize the educational potential of technology education in developing students learning competences, we propose a model for adapting the theory of self-regulated learning to the context of technology education (SRLT) , as described below. Preliminary outcomes from using this model as a framework for a reform in teaching technology in Israeli high schools are also discussed.
Fostering Self-Regulated Learning in Technology education (SRLT)
Zimmerman and Schunk  define self-regulated learning as self-generated thoughts, feelings and actions that are systematically oriented toward the attainment of students own goals. Zimmerman and Camplio  show that the self-regulated learning theory -solving competency. The SRLT model consists of three major dimensions, as described below.
The cognitive dimension relates to the conscious mental processes by which people accumulate and construct knowledge. It is common to distinguish between lower- level cognitive processes, such as perceiving, recognizing, memorizing, understanding and conceiving, and higher-level mental functions, such as analyzing, conclusion
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