Abstract

Increased teacher awareness of student thinking and understanding enables teachers to better support students’ learning by allowing for increased formative feedback that clarifies students’ understanding and supports their construction of knowledge. However, many science teachers do not possess skills related to assessing student learning and giving formative feedback. In this study, TI-Navigator™ a Classroom Connectivity Technology (CCT), which supplies teachers with data upon which to provide instructional feedback, was implemented. Data of student focus group interviews and observation surveys from six physical science teachers and their students were analyzed to develop a conceptual model, and the final model was tested by using structural equation modeling (SEM). The conceptual model reflects the roles of student metacognition in relation with teacher’s awareness and feedback. The findings suggest that, first, teachers’ awareness of students’ learning can be practically enhanced with the information collected by CCT. Second, teacher awareness is often a means of enhancing students’ opportunities for metacognition. In turn, students’ increased metacognitive thinking strongly relates to their learning attitudes and engagement. Third, teachers’ feedback is a critical instructional strategy to enhance students’ opportunities for metacognitive. Fourth, classroom interactions enhanced by CCT with shared issues or difficulties may increase positive Sense of Community.

Citation

Lee, S.C., Irving, K., Pape, S. & Owens, D. (2015). Teachers’ Use of Interactive Technology to Enhance Students’ Metacognition: Awareness of Student Learning and Feedback. Journal of Computers in Mathematics and Science Teaching, 34(2), 175-198. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 14, 2024 from https://www.learntechlib.org/primary/p/114753/.

© 2015 Association for the Advancement of Computing in Education (AACE)