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Darch, Barry
(2001).
DOI: https://doi.org/10.21954/ou.ro.000049a1
Abstract
In a study embracing three phases and using an action research methodology I have examined the role of scaffolding in promoting the kinds of metacognition that may help more able Key Stage 3 pupils develop their writing abilities. In Phase 1 I found that my more able pupils needed structured support to help them develop their metacognition and apply it to writing. In Phase 2, aided by a clearer conception of metacognition as comprising metacognitive knowledge and metacognitive control, I explored how, through a process of scaffolding, I could provide particular scaffolds to help pupils practise self-regulation (which I identified with metacognitive control). I found that pupils valued checklists most out of several scaffolds I provided. In Phase 3 I incorporated a semi-experimental element into my action research, investigating whether the devising of a checklist by pupils would help them improve their story writing. I found that the pupils who made a checklist developed their narratives more than those who did not. Most pupils perceived learning about checklists and/or devising them as helpful. Scaffolding seemed to help my more able pupils develop metacognition and use it to improve their writing.
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About
- Item ORO ID
- 18849
- Item Type
- EdD Thesis
- Keywords
- metacognition; written communication study and teaching; secondary education
- Academic Unit or School
-
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport > Education - Copyright Holders
- © 2001 The Author
- Depositing User
- Juliet I. Baxter