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self-regulated learning, separated meta-analyses were conducted for every single outcomecategory. As the results show, self-regulated learning training proved to be effective already atprimary school level. Subsequent analysis tested for the effects of several moderator variables,which consisted of study features and training characteristics. Most of the moderator analysesrevealed inconsistent results amongst the various outcome categories. Therefore, the effectivenessof a certain training feature seems to depend on the school subject and the learning contents (e.g.,mathematics or reading). The analysis yielded effects in favour of interventions conducted in theclassroom instead of carried out by the researchers themselves. Age-related distinctions showedthat younger and older students benefit most from interventions in a different way. Studentsachieved higher effects when training programmes included the instruction of metacognitivestrategies. Concerning the instruction of motivational strategies, this result could be found only forthe mathematics area. Moreover, the synthesis detected a general problem of very heterogeneousdefinitions of metacognition and self-regulation. Further research on fostering self-regulationcompetence amongst students should increasingly take into account the combination ofmetacognitive and motivational strategies instruction. This demand is closely linked to the need ofa more consistent meaning of the terms metacognition and self-regulation.Towards a pedagogy for teaching thinking and developing metacognitive abilities in youngchildrenDavid Whitebread, University of Cambridge, United KingdomPenny Coltman, University of Cambridge, United KingdomThis paper reports findings from two studies focusing on different approaches to teaching‘thinking’ and the development of self-regulatory and metacognitive abilities in young children.There is a considerable literature supporting the crucial significance of metacognitive abilities forthe development of effective thinking and learning. Other research has made claims about theefficacy of ‘teaching thinking’ programs and approaches in stimulating metacognitivedevelopment. In much of the literature there is agreement that metacognitive abilities begin todevelop around the age of 8 years. With some notable exceptions, therefore, much of the workexamining the relation between pedagogy and metacognition has focused on older Primary andSecondary aged school children. However, more recent work, by ourselves and others, has shownthat the self-regulatory and metacognitive abilities of younger children (i.e. from 3-7 years) havebeen systematically underestimated by self-report and experimental methodologies. Observationalapproaches in naturalistic settings have revealed much earlier origins of the abilities to monitorand regulate cognitive activity. The studies reviewed in this paper have explored the extent towhich : · young children are capable of developing metacognitive abilities and reporting upon theirown thinking · pedagogical programmes can be developed which facilitate self-regulatory andmetacognitive abilities in young children · we can identify the key elements in such practiceswhich appear to be related to the development of young children’s self-regulatory andmetacognitive abilities The findings from these studies have provided evidence that 3-7 year oldchildren are developing their metacognitive abilities, knowledge and motivations, particularly inrelation to the ongoing monitoring and regulation of cognition. A range of pedagogical practicesare effective in provoking and supporting this metacognitive activity, particularly where theyprovide children with opportunities for self-initiated activity, with cognitive challenge and with theopportunity to articulate their thinking and reflect upon it.– 47 –
Improving self-regulated learning of preschool children - Evaluation of a training forkindergarten teachersFranziska Perels, Technical University of Darmstadt, GermanyBarbara Otto, Technical University of Darmstadt, GermanySelf-regulation is a competence humans need to meet the requirements of life-long learning, whichcould be supported already for preschool children. Therefore, the aim of the presented study wasto test the effects of a self-regulation training for kindergarten teachers on both their own selfregulationas well as the improvement of self-regulation in the preschool children they wereteaching. The training for the kindergarten teachers was based on the process model of selfregulationby Schmitz and Wiese (2006) and also included methods to foster self-regulation inpreschool children. 35 kindergarten teachers (19 in the experimental group and 16 in the controlgroup) and 97 children (48 in the experimental group and 49 in the control group) of Germankindergartens took part in this study. For the training evaluation, a control group design wasapplied using a self-regulation questionnaire for the kindergarten teachers and an interview for thepreschoolers. The results obtained by means of analyses of variance show that on the level of thekindergarten teachers their self-regulation as well as the use of methods to support self-regulationin preschool children improved significantly (self-regulation, p
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Page 9: among teachers and peers). Pupils f
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and vocational training interaction
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Enhancing educational argumentation
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Developing a research community in
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emphasised than post-lesson confere
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teaching reading in Hungary. The ex
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analysis. Our main finding is that
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A study of students’ experiences
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presented independent learning abil
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An evaluation of accredited teacher
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enhance self-regulated learning. Wi
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knowledge about relatively simple m
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different domains of learning and a
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Writers juggling error-detecting wi
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of SRL process. In addition to cont
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strategies into task-related "actio
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system, which is essential for the
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Proportional reasoning as a heurist
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tutors’ tactics and moves and tut
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feasible as there is often a cleare
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teaching practice placement period
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productions: words (oral or written
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Similarly, the accurate group showe
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enacting science inquiry, and to in
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classrooms and classroom instructio
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Multiple contemporaneous graphical
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observation/experiences to inventin
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Non-verbal indicators of metacognit
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understandings of the discipline ca
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teaching and learning and yet there
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communities in science) of early in
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goal is to help students to develop
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some data of a broader study conduc
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VideoPaper technology in supporting
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University of Toronto, Canada descr
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topic over the baseline results for
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Interest and Asperger’s Syndrome:
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Boundary-crossing in the training o
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elieve that capitalizing on previou
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the phases while different tools, i
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of interrelations between the devel
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multi-method longitudinal study we
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visualisations are not limited to s
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well as interactive participants wh
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Can differences in students’ math
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circuits, and to compare the effect
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question, the generated multimedia-
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The role of individual’s intellig
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in the people with mental handicapp
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ead around the syllabus. The study
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scores were subjected to a 5x3 (gro
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Coeducational or single-sex school:
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Re-reading during writing: The effe
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Theoretically we aim to contribute
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the paper is to explore possible wa
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ideas have accelerated the loss of
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A study of pupils’ science learni
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What do they mean to and for studen
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Students’ stories as a promoter o
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Supervising Masters research studen
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authenticity and complexity in the
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Community of knowledge- a conferenc
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their students. The teachers provid
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The evaluation of an educational sy
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curriculum. They call it family stu
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Epistemological beliefs in child ca
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Collaborative peer groups in large
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Transitions in VET; the switch betw
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een used to analyse the structure o
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situation concerning students’ re
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Adventure". It is an adventure type
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cultures, awareness about stereotyp
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scale project which was funded from
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optimism in boys and uncertainty in
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adaptive learning behaviour in lear
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places less emphasis on the content
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defending an interpretation of teac
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Links between children’s starting
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used by the teacher to defend parti
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effects of after-school care and ed
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situational interest, and class per
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different learner characteristics h
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math. Responses to survey measures
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Metacognitive reflection and revisi
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teaching and research is limited. I
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discussed in terms of the opportuni
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as a control measure. Children with
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Language drills as peer-group L2
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Thinking aboput history in small gr
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activities have been conducted: a d
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Early language learning in Ireland:
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interviews and lesson observations.
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effects ought to be taken into acco
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fourth paper revisits the notion of
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organizing new experiences in a plo
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a chat interface, and perform other
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science show that first-generation
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alerting teachers to the warning si
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Values, Beliefs, Norms And the Disp
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following tests were administered t
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used physically in the situation. F
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F 729 August 2007 17:00 - 18:20Room
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esearch and intends to produce new
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If we teach students how to learn w
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many girls turn away from science.
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Motivated strategies for learning,
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Relations between parents’ educat
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outines, schemes, habits have learn
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also enriching their learning envir
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thinking. Video recordings of think
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community, but it is negatively rel
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theory (Strauss & Corbin, 1990).The
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Invisible Differences: On the model
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F 2229 August 2007 17:00 - 18:20Roo
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G 130 August 2007 08:30 - 10:30Room
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studying working memory processes i
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New wine in an old jar: Israeli Jew
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conceptual change. In this presenta
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procedures. Journalists in particul
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each other questions, explaining an
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University of St. Gallen/Switzerlan
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(N=116) is related to working memor
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252. Ashcraft, M. H. (1996). Cognit
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group (n=27) were not trained why a
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an effective way. The results will
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questions, methodology and methods,
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2000). The present study investigat
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where participants create common ob
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fourth talk will address the questi
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of varying intelligence and experti
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Quantitative and qualitative analys
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contextual as well as individual re
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expanded, deliberated, and can beco
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mathematical abilities over time. E
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homework is the absence of a teache
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y providing students with training
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Think globally, act locally: How a
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the portfolio instrument. Results o
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y the students as significant to th
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42 participants and the variation o
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The usage of learner control and pr
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effectiveness of their choices. The
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this specific learning context has
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students from different countries a
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contribution, we report on a study
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H130 August 2007 11:00 - 12:20Room:
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perception and teachers’ learning
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the learning group? Data analysis w
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Data-texts in science educationRich
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and understanding graphs, D-Fitting
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A review of edutainment-softwareCla
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can potentially better the elderly
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Developing students’ learning pot
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Sibren Fetter, Maastricht Universit
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Personality factors PF of medical s
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esponse tasks was developed and adm
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Spanish piano teachers’ conceptio
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position in company and family memb
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H630 August 2007 11:00 - 12:20Room:
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integrative curriculum by a profess
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forum for comparing the similaritie
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hierarchical linear modeling (HLM)
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the adult learners have positive at
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H830 August 2007 11:00 - 12:20Room:
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Teachers’ beliefs about the natur
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on Pekrun’s Control-Value Theory,
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KN2 230 August 2007 12:30 - 13:30Ro
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strongly dependent not only on cogn
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The stepwise unlocking of meanings:
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also considered. Both the individua
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traditions offer radically differen
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epresentation of a transformer to b
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was natural selection and animal ev
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with congruent assessment methods.
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I 730 August 2007 14:30 - 16:30Room
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construction of the Wýrzburg Phono
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contribute to these movement diffic
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epistemological beliefs, based on a
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of variability. Van der Aalsvoort p
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A dynamic systems approach to teach
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contradictions on different timesca
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I 1230 August 2007 14:30 - 16:30Roo
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episodes of exploratory talk, and t
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classroom goals and clear procedura
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children’s drawing, we now bring
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I 1530 August 2007 14:30 - 16:30Roo
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Speeding up or slowing down the ani
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troublesome knowledge and builds on
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the learning sciences. Moreover, a
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schooling). A combination of both a
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examine individual and contextual a
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I 2030 August 2007 14:30 - 16:30Roo
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Academic developers across Europe:
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understanding socially situated pra
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theoretical background consists of
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perceived as well as objectively me
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strengths and shortcomings of teach
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environmental sensitivity: (1) Love
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European countries) and the lowest
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Students’ understanding about the
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Expertise development in law: Acqui
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Examining the effects of electronic
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of the children’s preschool year.
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Picturing colligatory concepts in h
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Investigating teachers’ approache
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esults are discussed with reference
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a meaning to their mathematical kno
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how they performed in their daily l
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J 1330 August 2007 17:00 - 18:20Roo
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However, good procedures for learni
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four research-based principles of m
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previous study it appeared that pro
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The role of social integration and
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instructional approaches in develop
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acquired more domain-specific knowl
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length, information value, elaborat
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J 2130 August 2007 17:00 - 18:20Roo
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expertise about the teaching to the
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graphophonological processing, in b
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etrospective to task performance, w
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SIG Invited SymposiumSocial and psy
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Taking account of learner diversity
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interpretive zone. This analysis wi
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visible that collaboration processe
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the students in the small groups. P
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automatically display beneficial le
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eliefs. In this symposium the advan
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K 731 August 2007 08:30 - 10:30Room
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learning. However in order to engag
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examples, efficiency continued to i
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young people and prevent their soci
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K 1031 August 2007 08:30 - 10:30Roo
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pseudo-proportional problems and im
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solved an information problem while
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democracy of children and adolescen
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ehaviors (Ichilov, 2000; Torney-Pur
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difficulties to regulate phases of
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perspectives - the scripting of rol
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The dynamics of social roles within
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Co-regulation of students’ writin
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The Sparkling School: A secondary s
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structure of information are sugges
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K 1831 August 2007 08:30 - 10:30Roo
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perspective regarding leisure time
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The students had to fill out a lear
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Spontaneous focusing on numerosity
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later step, be used for teacher for
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Concepts of gender, subjectivity, e
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and show structure and relations. H
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Understanding dynamic mental models
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mentally integrate information from
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Effects of web-based training exerc
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latter factor is used to study the
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of this two-year study will be disc
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killed human beings for different r
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test persons. Concerning the evalua
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Schools with a plurilingual/multicu
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Effects of implementing a relationa
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level. Our third goal was to relate
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findings of Study 1 with a differen
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L631 August 2007 11:00 - 12:20Room:
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programme offered by Örebro Univer
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a regional level is still not estab
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development of practice-based resea
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that is, sentence verification, inf
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Learning from critical incidents in
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A deliberative inquiry with experts
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elate textbook knowledge to a real
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individually with a sample of child
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KN3 231 August 2007 12:30 - 13:30Ro
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approaches to solve them. All analy
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eceived human mediation based on cl
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administered to 196 UK students age
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content analysis revealed three dis
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level undergraduate courses. Comput
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A model of basic literacy for forei
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affect the recall of earlier memori
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Students’ conceptions of assessme
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a group of effective self-regulator
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Teachers as designers of inquiry-ba
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Quebec preservice teachers and thei
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higher degree of reflective learnin
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to foster deep and meaningful learn
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Although the ability to read litera
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molecule). The visual and haptic re
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field of ICT by drawing on socio-cu
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Construction and validation of an i
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loosing the gaming experience is a
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hierarchical models were fitted to
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which factors could explain the dif
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and direction of this shift? The sa
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minority language course at school
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global/meta-level activities in one
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effectiveness research (EER), the s
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Effects of metacognitive strategy t
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The results indicate that, after st
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students’ self-evaluations. The m
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The aim of our cross-sectional rese
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Development of teacher students’
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constitutes a valuable framework fo
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that the instructional design diffi
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eality. It draws on the experiences
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which higher education is experienc
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Visualization and verbalization of
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and provide specific scaffolds to h
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manufacturers would benefit from th
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and advice from experienced colleag
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students’ perceptions and represe
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gender, parental education levels,
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O 101 September 2007 08:30 - 10:30R
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O 201 September 2007 08:30 - 10:30R
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more willing to approach the teache
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Analysis of verbal and gesture prod
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Teachers’ and students’ percept
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provides evidence from qualitative
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O 601 September 2007 08:30 - 10:30R
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effect an individuals’ perceived
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assessment instrument we measured t
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development practices (see also Kem
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participants were 100 advanced doct
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Models of the cognitive process and
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understanding of a narrated explana
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version of a learning environment a
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experiment. First-year students in
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Acquisition of professional knowled
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other domestic activities. At the s
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has been inspired by the knowledge
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esearch grants. They all work withi
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collaboration, discourse and culmin
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in the middle years. The Improving
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Cultural scripts for action: Unders
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Teaching characteristics as moderat
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O 1901 September 2007 08:30 - 10:30
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More than just error correction: Ch
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therefore the given codes can be in
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The effects of hands-on experience
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Dialogical teachers. Narrative and
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Developing potentials for learning
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analogous relationships on the scho
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opinion) and indicated their planne
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etrieval-feedback trials. We tested
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achievement. Those findings were ob
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perceptions of belongingness to the
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than from unshared information. Ins
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P 1101 September 2007 11:00 - 12:20
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P 1201 September 2007 11:00 - 12:20
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located at, the intersection of the
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commencement, and more linkage betw
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The aim of the present study was to
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members of this knowledge building
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learning from a simulation took les
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studies of pedagogical design are u
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conceptualization of the concept of
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produced. The results point to seve
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P 2001 September 2007 11:00 - 12:20
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KN4 201 September 2007 12:30 - 13:3
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Abstracts - Earli

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