Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16001
Title: 
Learning across contexts: How students regulate their learning in an informal context
Authors: 
Issue Date: 
Jan-2011
Citation: 
Paper presented at the 9th Hawaii International Conference on Education, Honolulu, Hawaii, 4-7 January 2011
Abstract: 
Primary school learners are often engaging in learning opportunities in both inside and
outside of school contexts. To understand how these different contexts afford
opportunities for metacognition and self-regulation, we follow local primary school
students of elementary grades five and six. In Vygotsky's work, metacognition appears
as an awareness of one's own thinking processes and the way they can be controlled and
directed. For Vygotsky, metacognition and self-regulation are completely intertwined in
which the latter takes the forms of control over one's attention, thoughts, and actions
(Fox & Riconscente, 2008). Consequently, the understanding of these important
constructs supports the understanding of human behavior, learning, and development
within a broader context of all human activities. To explore the learning of
metacognition and self-regulation in students' learning, we draw data from an informal
context: a primary school, co-curricular activities (CCA), in bowling. Interpreting from a
variety of data-collection techniques such as field observations, interviews, field notes,
and video recording, the research team has been observing the bowling team's practices
at least once a week since January 2010. Although the school's team comprises of more
than thirty students, we targeted our observations to nine of these students. A further
sub-section of two participants were selected and interviews were conducted to collect
information on strategic planning, self-efficacy, and knowledge application. Moreover,
artifacts such as written statements of the way their families assisted in their learning in
an informal context were also collected. Preliminary findings indicate that learning in an
informal context affords opportunities for metacognition and self-regulation in interesting
and authentic ways. In addition, students point out that learning strategies can be used in
both formal and informal contexts. The findings also illustrate the importance of linking
students' development of metacognitive abilities to parental mentoring in providing a
fuller understanding of their learning in both formal and informal contexts.
URI: 
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