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Description

As the United States strives to remain competitive in Science, Technology, Engineering, and Mathematics (STEM), a higher emphasis is being placed on equipping students with strong critical thinking skills and the ability to translate content-knowledge into innovative solutions. In science education, where inquiry and problem solving are foundational, metacognitive thinking plays a crucial role in bridging the gap between theoretical concepts and practical application. Students who develop strong metacognitive skills can better navigate scientific principles, critically evaluate their understanding, and refine their approaches to experimentation and analysis. Given the significance of these skills, it’s essential to explore effective strategies that enhance students’ metacognitive processes, ensuring they engage deeply with scientific learning. One approach is the use of digital science lab notebooks, which provide a platform for recording scientific observations and encourage students to reflect on their thought processes. My research question, “How well do digital science lab notebooks measure a student’s metacognitive skills in comparison to other methods of assessment in elementary school?” investigates whether these digital tools foster a deeper understanding of scientific concepts. Using multimodal discourse analysis, I will analyze students' responses in their Arduino Digital Science Notebooks to determine if they promote metacognitive processing. The study examines two fifth grade classes, a sample size of approximately 20 students, who will take pre- and post- assessments to measure content knowledge and complete metacognitive awareness surveys. While results are preliminary, I predict that digital lab notebooks will enhance students’ metacognitive skills by promoting reflection and active engagement.

Publication Date

4-1-2025

Keywords

metacognition, science education, STEM, critical thinking, digital science lab notebooks, elementary education, student reflection, inquiry-based learning, Arduino, multimodal discourse analysis, metacognitive awareness, content knowledge, assessment methods, fifth grade students, educational technology, experimental learning, digital tools in education, science pedagogy

Digital Science Notebooks and Their Role in Measuring Metacognitive Skills of Elementary School Students

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