Student journals : fostering metacognition and agency
Date
2004
Authors
Forster, Dalyce
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2004
Abstract
Recent studies indicate that best practices for teachers involve multiple intelligences,
learning styles, and higher order thinking skills in their short-term and long-term
planning. There is also substantive support for journal writing as a means of
communicating knowledge and thought processes. This study presents both
quantitative and qualitative research that demonstrates how journal writing can
enhance a student's understanding of self as a leamer, as well as develop a sense of
agency, or empowerment for the learning process. Thirty-one students from a
middle-school grade six class participated in a survey that analyzed their
understanding of metacognition as learners, their sense of responsibility and
ownership for their learning, and the degree to which they felt journal writing
reflected knowledge of self and growth. The results from this questionnaire were
analyzed and became the themes and specific writing prompts for the journal writing
club that was formed afterwards. This club was made up of ten volunteer students
who were interested in learning more about the research on multiple intelligences and
learning styles, and agreed to meet during the noon hours to discuss and write about
themselves as learners in a middle-school environment. The split-page journal entries
became an interactive communication between the student and teacher as each piece
of writing received written feedback and comments. The student responses, for the
purpose of this study were interpreted as qualitative data. A discussion of the study
follows regarding the implications for teachers. The final recommendations suggest
implementing a similar journal writing program for middle-school students that
promotes understanding and development of individual learning styles.
Description
vi, 112 leaves ; 29 cm. --
Keywords
Learning, Psychology of -- Research , Metacognition in children -- Research , Children -- Diaries -- Research