Developing Metacognitive Competence for Governing Self-Influence on Learning To Improve Collaborative STEM Learning

Abstract

Abstract Developing Meta-Cognitive Competence for Governing Self-Influence on Learning To Improve Collaborative STEM Learning Derya B. Sunkel Chair of the Supervisory Committee: Associate Professor Min Li Measurement & Statistics This dissertation examines an instructional approach aimed at developing co-empowered learning communities through self-empowered individual leaders, particularly in STEM fields, becoming metacognitively competent in governing their Self-Influence on Learning (SIL), while simultaneously educating them in the importance of co-empowered learning. I conducted the research at an after school, on-site-training environment. The goal of this approach is to train students to STEM learning Program, which provides year-long STEM enrichment to underserved children of color in Grades 1-8, using a project-based learning model with advanced technology tools. Twenty-three students in Grades 3-5 participated in the study during 2011-2012. I designed a systematic model, the Metacognitive Coaching Model (MCM), to guide each stage of the project and support assessment of student performance. The findings reveal that following the four-month MCM intervention, students demonstrated shifted understanding and practices in which they developed leveraged awareness and self-responsibility at an individual level. Furthermore, findings indicate an association between the MCM practices and students’ increased dedication to self-empowerment and to co-empowering their learning communities through their improved academic and social strengths. Results also showed that the practices gained through the MCM principles not only helped students develop SIL capacities but also generated a synergistic learning community in which members demonstrated care about each other’s learning. Four months after the conclusion of the MCM intervention, analysis of students’ verbal teamwork report revealed that they were more focused and efficient, and their actions were more thought-out when working hand-in-hand with their peers. Specifically, they were more attentive of the task at hand, were more fluent in their explanations, and demonstrated a more collaborative approach while sharing their learning progress. The results show that it is possible for students to acquire comprehensive metacognitive competence skills on SIL when provided opportunities to acknowledge and act on their individual and collaborative learning responsibilities. By helping students connect meta-emotional regulation components with metacognitive strategies, the MCM not only offers students a deeper awareness of their learning processes, but also helps them to develop their metacognitive thinking capacity to become better learners, team participants, and citizens.