11th Conference of the European Science Education Research Association (ESERA), Helsinki, Finland, 31 August - 04 September 2015, pp.1-3
Students’ use of metacognitive regulation processes are considered critical for the success of collaborative science inquiry learning (CSIL). However, there is still a limited understanding of how students engage in social forms of metacognitive regulation processes and what roles these processes may play in social learning situations. In addressing this research gap, this case study aims to identify how students’ use of co- and shared regulation of metacognitive processes affect their learning during CSIL. Two groups of three students (aged 12) and their science teacher from a private primary school in Turkey were observed and videotaped during CSIL activities in a naturalistic classroom setting over a seven-week period. Their verbal and nonverbal interactions within the video data were analysed in order to identify social forms of metacognitive regulation processes. Moreover, this was combined with the analyses of stimulated-recall interviews with the student groups. Findings revealed that co-regulation of metacognitive processes often helped individual students overcome their misconceptions or lack of understanding, leading them to construct a new scientific understanding. Shared regulation of metacognitive processes helped student groups to build a shared understanding of the task, clarify and justify shared perspectives, and sustain the ongoing knowledge co-construction process. This study highlights the importance of promoting students’ acquisition and use of social regulation of metacognitive processes during CSIL.