Publication Type: Roundtable
Abstract: This session examines the reflective journaling of teacher candidates in a PDS environment. Descriptors utilized with constructivism will be noted and student achievement in those classrooms will be analyzed.

Publication Type: Roundtable
Abstract: A scientist’s knowledge and heuristics are made explicit and available to learners (teacher educators, science methods’ students, and third-grade students) through the exploration of the expert scientist’s metacognitive process.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Teaching strategies that seek to facilitate active learning among undergraduates are increasingly being employed in the political science classroom. However, there exists a widespread assumption that it is difficult, if not impossible, to successfully utilize active learning techniques in large classes. This assumption is particularly detrimental to student learning in introductory political science courses considering that they are the first (and sometimes only) experience that undergraduates have with the discipline. This paper maintains that active learning is possible in large classes. To support this claim, I offer an teaching and learning exercise based on continuous, classroom assessment that employs active learning strategies. In my experience, I have found this exercise to be effective, efficient, practical, and simple. Data collected from my students indicates that it is also able to address many of the problems that are commonly associated with large classes by (a) allowing for frequent assessments of student understanding and progress, (b) addressing inequalities among students that result from differences in metacognitive skills, (c) facilitating student self-assessment and course feedback, (d) aiding in retention and recall, (e) encouraging class attendance and generating participation in a non-coercive learning atmosphere, and (f) challenging students to think critically and actively engage with course materials.

Publication Type: Poster
Abstract: Research suggests that children’s level of suggestibility may be associated with metacognitive ability. Specifically, children with greater awareness of task demands may be less susceptible to incorrectly respond to misleading questions. Additionally, children who are better able to monitor their cognitions may be less prone to shift to repeated questions. The present study examines the relationship between suggestibility and both declarative and procedural metacognitive knowledge. Children in grades 1, 3, and 5 were administered the Video Suggestibility Scale for Children, 10 metacognitive tasks, and the PPVT-4. Preliminary results will be presented.