This looks very interesting. I think metacognition and related areas
are of interest to all those concerned with teaching and learning.

Keith


>Dear LSC members,
>Vassilis Papastavrou and I have worked on Self-regulated learning
>(SRL), and have prepared a paper entitled, "Access to Self-regulated
>Learning's Insights: a constructivist's point of view".
>
>We firstly review the literature regarding SRL and attempt empirical
>modifications of Monique Boekaerts' "Three-Layered Model" so as to
>end up with a structure we consider to have more explanatory power
>in practice. We aim not to investigate SRL on a strictly academic
>basis, but incorporate our empirical opinions as pre-service
>teachers and self-regulated learners ourselves with the almost
>merely theoretical models found in the literature. We wish to
>address this paper mainly to teachers wishing to start studying
>others' work on SRL.
>
>The paper is not directly related with Science learning and
>teaching. SRL, though, should interest Science teachers and
>researchers. Research on SRL could shed some light on questions such
>as:
>"How do students choose a self-generated analogical model's subject?"
>"What role may self-generated analogies play in learning science?"
>
>Are student-generated analogies a self-regulated learning process? I
>intend to investigate this question (right after my exams) by making
>use of the model we suggested in our paper.
>
>The paper on SRL is in PDF format and we have published it at
><http://www.georgiou.netfirms.com/>http://www.georgiou.netfirms.com/
>for download by anyone interested.
>
>We welcome your commends and ideas.
>
>Andreas Georgiou (andre.georgiou@...)
>Vassilis Papastavrou (papastavrou_v@...)
>
>
>
>
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--
Dr. Keith S. Taber
http://www.educ.cam.ac.uk/staff/taber.html
University Lecturer in Science Education
University of Cambridge Faculty of Education
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