Tova Michalsky

The effects of metacognitive instruction embedded within an asynchronous learning network on scientific inquiry skills

The study is aimed at investigating the effects of four learning methods on students’ scientific inquiry skills. The four learning methods are: (a) metacognitive‐guided inquiry within asynchronous learning networked technology (MINT); (b) an asynchronous learning network (ALN) with no metacognitive guidance; (c) metacognitive‐guided inquiry embedded within face‐to‐face (F2F) interaction; and (d) F2F interaction with no metacognitive guidance. The study examined general scientific ability and domain‐specific inquiry skills in microbiology. Participants were 407 10th‐grade students (15 years old). The MINT research group significantly outperformed all other research groups, and F2F (group d) acquired the lowest mean scores. No significant differences were found between research groups (b) and (c). MINT makes significant contributions to students’ achievements in designing experiments and drawing conclusions. The novel use of metacognitive training within an ALN environment demonstrates the advantage of enhancing the effects of ALN on students’ achievements in science.

Developing Students' Metacognitive Awareness in Asynchronous Learning Networks in Comparison to Face-to-Face Discussion Groups

The main goal of the present study is to investigate empirically the effects of Asynchronic Learning Network (ALN) embedded within metacognitive instruction (META) on two components of metacognitive awareness: Knowledge about Cognition (KC) and Regulation of Cognition (RC). Participants were 202 tenth grade students: 102 students who studied under the ALN+META instructional method, and 100 students who studied under Face-to-Face interaction (F2F) embedded within META. Results indicated that ALN+META students significantly outperformed their F2F+META counterparts on both KC and RC. These results were strengthened by a qualitative analysis of RC under the different instructional methods. The improvement of RC behavior in the ALN+META written discourse clearly indicates the crucial effects of RC on the progress and success of the inquiry processes. ALN+META is a promising learning environment, carrying a great potential for enhancing metacognitive awareness among students.

Integrating Skills and Wills Instruction in Self-Regulated Science Text Reading for Secondary Students

This study investigated the effectiveness of cognitive-metacognitive versus motivational components of the IMPROVE self-regulatory model, used while reading scientific texts, for 10th graders’ scientific literacy and self-regulated learning (SRL). Three treatment groups (N = 198) received one type of self-addressable questions while reading scientific texts: cognitive-metacognitive (CogMet), motivational (Mot), or combined (CogMetMot). Control group received no self-addressed questions (noSRL). One measure assessed scientific literacy, and two measures assessed SRL: (a) as an aptitude—pre/post questionnaires assessing self-perceived SRL, and (b) as an event—audiotaping participants’ thinking-aloud SRL behaviors in real-time learning experiences and data coding illustrating SRL changes. Findings indicated that treatment groups significantly outperformed the non-treatment group. No differences emerged between CogMet and Mot, whereas fully combined SRL support (CogMetMot) was most effective. Theoretical and practical implications of this preliminary study are discussed.

Student and Teacher Perspectives on IMPROVE Self-Regulation Prompts in Web-Based Learning

This chapter describes the results of eight controlled experimentations examining different conditions for implementation of the IMPROVE self-questioning prompts (Kramarski & Mevarech, 2003; Mevarech & Kramarski, 1997) in web-based learning environments from two perspectives, first for students’ learning in the classroom, and second for preservice teachers’ learning during their professional preparation. The IMPROVE method aims to support key aspects of self-regulation targeting learning processes. In evaluating the effect of the IMPROVE prompts, we focused our efforts on assessing progress at high levels of conceptual understanding in the learning domain, referring to mathematical or scientific reasoning among students and teachers alike and also referring to designing traditional and technology-based lessons among the teachers. Thus, we assessed whether learners performed well not only on immediate posttests with items similar to training, but also on tests measuring near and far transfer. In addition, we assessed acquisition of self-regulated learning (SRL) that included offline aptitude questionnaires and online process measures during real-time forum discussions. In this chapter we critically discuss the findings and raise directions for practical implications and future inquiry.

Effect of a TPCK-SRL Model on Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design

The study examined whether enabling preservice science teachers to use the TPCK-SRL model for integrating SRL (Self-Regulated Learning) into TPCK (Technology Pedagogical Content Knowledge) influenced (a) beliefs about teaching and learning pedagogy, (b) self-efficacy beliefs in the context of using technology in the classroom, and (c) the extent to which these beliefs are connected to teachers’ TPCK-based lesson design. Two groups of teachers were compared (n = 96). One group practiced the TPCK-SRL model in a hypermedia environment, and the other practiced TPCK only in the same hypermedia environment. The findings indicated that after exposure to the TPCK-SRL training model, preservice teachers’ pedagogical beliefs tended more to favor student-centered learning (self-constructing knowledge) than the TPCK group. TPCK-SRL teachers also showed the strongest beliefs in their own technological self-efficacy, which influenced their ability to develop TPCK-based lesson designs in a constructivist way.

Peer-Assisted Learning via Face-to-Face or A-Synchronic Learning Network Embedded With or Without Metacognitive Guidance: Effects on Higher and Lower Achieving Students

The authors describe part of a larger study examining the conditions under which peer-assisted learning implemented in A-synchronic Learning Network (ALN) or Face-to-Face (F2F) supports learning. The present study focuses on the differential effects of these environments, on scientific inquiry skills of higher and lower achieving students. Participants were 407 tenth grade Israeli students who studied biology in 16 classrooms. Within each of the five participating schools, intact classrooms were randomly assigned into one of four conditions: ALN with metacognitive guidance (ALN+META), ALN with no meta-cognitive guidance (ALN), F2F with metacognitive guidance (F2F+META) and F2F with no metacognitive guidance (F2F). The findings indicate that, although under all conditions students improved their achievement on both the domain-specific inquiry skills examination and on the test of general scientific ability, significant differences between conditions were observed for lower achievers, but not for higher achievers. Lower achievers in the ALN+META condition scored significantly higher then their counterparts in the ALN or F2F+META conditions, who in turn scored significantly higher then the F2F students. Implications of the findings are discussed.

Simple procedure for purification of diphtheria toxin and separation of its fragments by hydrophobic chromatography

Abstract Diphtheria toxin and fragment B bind to hydrocarbon-coated agaroses. Fragment A of the toxin is not adsorbed to such resins. Using Seph-C 4 , the toxin and fragment B can be eluted from the column after adsorption by increasing the ionic strength of the eluent. The toxin is also eluted from the Seph-C 6 column, but fragment B is eluted only in the denatured form. Purification of the toxin can be achieved simply by passing the growth medium supernatant through a small size Seph-C 6 column and eluting the toxin by 0.1 m NaCl. The fragments of diphtheria toxin obtained after mild trypsin treatment can be separated purely on a Seph-C 4 column. The hydrophobic chromatography system may thus serve as a tool for purification of the toxin and its fragments: it may also be useful in large-scale preparations.

Preparing Pre-Service Teachers for Professional Education Within a Metacognitive Computer-Based Learning Environment

This study investigates the effects of two Computer Based Learning environments: CBL with metacognitive instruction (CBL+META), and CBL without this instruction. Both environments were implemented to: (a) prepare pre-service teachers for self-regulated learning (SRL), (b) strengthen student-centered learning perceptions, and (d) develop skills for designing lessons. Ninety-five pre-service university teachers participated in the study. Findings indicated that being exposed to metacognitive instruction by means of self-questioning may improve pre-service teachers’ ability to reflect on the learning process. This in turn can enhance their SRL skills (cognition, metacognition and motivation), shift perceptions toward student-centered learning (self-constructed knowledge) and develop skills for designing lessons (e.g., identifying goals, selecting relevant information, and creating effective learning experiences). The implications of preparing pre-service teachers in high-SRL environments will be discussed at the conference.

Collaborative learning from personal cases in a principal preparation programme

Abstract Existing preparation programmes for school principals have been widely criticized for failing to prepare their students adequately for their future roles. This study investigated a workshop at a principal preparation programme which focused on collaborative learning from personal real-life cases, exploring its potential contribution to the professional development of aspiring principals. Using qualitative methodology, we investigated 99 journal entries written by 12 aspiring principals who had participated in such a workshop. Data analysis revealed three benefits of this way of learning: (1) developing a multidimensional view; (2) acquiring applicable knowledge; and (3); nurturing the ability to doubt. Analysis suggests that collaborative learning from personal cases may be an appropriate pedagogical approach for principal preparation programmes; however, there are some concerns worthy of attention.