This paper is from Session 7D: Fostering students‘ knowledge and statistics related affect
which comes under Topic 7: Statistical literacy in the wider society
Paper 7D2 (Monday 9th, 16:00-17:30)
Metacognitive Scaffolding to Develop Critical Consumers of Research
Presenter
- Rachelle Hackett (University of the Pacific, United States)
Co-author
- Linda Bol (Old Dominion University, United States)
Abstract
One important student learning objective (SLO) of programs in applied disciplines is developing the ability to inform one’s professional practice by reading published research critically, evaluating the validity of claims by unpacking the methodology/statistical analyses employed. Continuing to do so after a course concludes depends, however, on students’ perceptions of how relevant research is and self-efficacious they feel as independent, critical consumers of research. Pedagogy designed to address this SLO among graduate-level students in education is presented along with samples of student work and student reactions to such assignments. A key component involves students annotating journal articles with comments containing their evaluations of methodology (strengths / weaknesses / confusing parts) and relevance (personal / professional) in a structured system designed to induce metacognitive reflection.