Fostering cognitive control through reflection in scientific writing

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH Reflective Practice Pub Date : 2023-05-12 DOI:10.1080/14623943.2023.2210064
T. Serra, M. Gras, Dolors Cañabate, J. Colomer
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Abstract

ABSTRACT This paper aims to determine the role cognitive control awareness plays in university students through their scientific writing. Results show that through an assessment-centred instruction approach embedded in reflective learning, tertiary students at a faculty of sciences can achieve greater metacognitive awareness of their learning. Fourth-year students in a physical oceanography class displayed cognitive control over established activities designed to develop their discursive writing skills (writing components included objectives, subject content, methodologies, contextualization and environmental implications on local and global scales). Scientific writing was promoted through students managing their own learning processes and cognitive control through metacognitive awareness, i.e. through a constructivist scheme embedded in formative learning. In the POST test, students scored higher primarily in the categories of writing methodologies, and bibliographies. Teacher expertise, which was mainly provided through feedback and scaffolding for student autonomy was highly valued by the students, and included considering the effects of a teacher assessing their writing and providing strategies to write a better scientific paper
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通过科学写作中的反思培养认知控制能力
摘要本文旨在通过大学生的科技写作考察认知控制意识在大学生写作中的作用。结果表明,通过在反思学习中嵌入以评估为中心的教学方法,理学院的大学生可以对他们的学习获得更大的元认知意识。在海洋学物理课上,四年级学生展示了对既定活动的认知控制,这些活动旨在培养他们的话语写作技能(写作内容包括目标、主题内容、方法、本地和全球范围内的情境化和环境影响)。科学写作是通过学生通过元认知意识管理自己的学习过程和认知控制来促进的,即通过嵌入在形成性学习中的建构主义方案。在POST测试中,学生在写作方法和参考书目方面得分较高。教师的专业知识,主要是通过反馈和学生自主的脚手架提供的,受到学生的高度重视,包括考虑教师评估他们写作的效果,并提供撰写更好的科学论文的策略
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来源期刊
Reflective Practice
Reflective Practice EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
16.70%
发文量
38
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