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Organizing Metacognitive Tutoring Around Functional Roles of Teachers
Metacognitive skills are critical in learning but difficult to
teach. Thus the question becomes how can we facilitate
metacognitive tutoring? We present an exploratory learning
environment called MILA-T with embedded metacognitive
tutors imitating five functional roles of teachers in
classrooms. We tested MILA–T in a controlled experiment
with 237 middle school students. We examine the impact of
MILA–T on the models of a natural phenomenon constructed
by the students. We find that students with access to MILA–T
wrote better evidential justifications for their models, and
thus, deliver better-justified models for the phenomenon. We
also find that these improvements persisted during a transfer
task. These results lend support for organizing metacognitive
tutoring around the functional roles of teachers for supporting
inquiry-driven modelin