The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

Michael J. Lawson; Penny Van Deur; Wendy Scott; Helen Stephenson; Sean Kang; Mirella Wyra; Igusti Darmawan; Stella Vosniadou; Carolyn Murdoch; Emily White; Lorraine Graham

doi:10.1016/j.tate.2023.104043

The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

Michael J. Lawson, Penny Van Deur, Wendy Scott, Helen Stephenson, Sean Kang, Mirella Wyra, Igusti Darmawan, Stella Vosniadou, Carolyn Murdoch, Emily White, Lorraine Graham

College of Education, Psychology and Social Work

Research output: Contribution to journal › Article › peer-review

6 Citations (Scopus)

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Abstract

Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students’ understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.

Original language	English
Article number	104043
Number of pages	12
Journal	Teaching and Teacher Education
Volume	125
Early online date	7 Feb 2023
DOIs	https://doi.org/10.1016/j.tate.2023.104043
Publication status	Published - Apr 2023

Keywords

Cognitive engagement
Knowledge complexity
Lesson task design
Self-regulation of learning

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10.1016/j.tate.2023.104043Licence: CC BY

1-s2.0-S0742051X23000318-mainFinal published version, 392 KBLicence: CC BY

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Lawson, M. J., Van Deur, P., Scott, W., Stephenson, H., Kang, S., Wyra, M., Darmawan, I., Vosniadou, S., Murdoch, C., White, E., & Graham, L. (2023). The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design. Teaching and Teacher Education, 125, Article 104043. https://doi.org/10.1016/j.tate.2023.104043

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abstract = "Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students{\textquoteright} understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.",

keywords = "Cognitive engagement, Knowledge complexity, Lesson task design, Self-regulation of learning",

author = "Lawson, {Michael J.} and {Van Deur}, Penny and Wendy Scott and Helen Stephenson and Sean Kang and Mirella Wyra and Igusti Darmawan and Stella Vosniadou and Carolyn Murdoch and Emily White and Lorraine Graham",

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Lawson, MJ , Van Deur, P, Scott, W, Stephenson, H, Kang, S, Wyra, M, Darmawan, I, Vosniadou, S, Murdoch, C, White, E & Graham, L 2023, 'The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design', Teaching and Teacher Education, vol. 125, 104043. https://doi.org/10.1016/j.tate.2023.104043

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AU - Lawson, Michael J.

AU - Van Deur, Penny

AU - Scott, Wendy

AU - Stephenson, Helen

AU - Kang, Sean

AU - Wyra, Mirella

AU - Darmawan, Igusti

AU - Vosniadou, Stella

AU - Murdoch, Carolyn

AU - White, Emily

AU - Graham, Lorraine

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AB - Using the ICAP framework (Chi & Wiley, 2014) we examined the level of cognitive engagement of lesson tasks designed by teacher education students (TES). Explanations for task design were examined for structural complexity and types of self-regulated learning (SRL) activity. Two thirds of the participants designed lesson tasks that would stimulate constructive engagement while the tasks of the remaining participants would be unlikely to stimulate constructive activity in students. Explanations for task design primarily focussed on SRL activity related to cognition in stimulating students’ understanding and showed limited structural complexity. Further attention could be given during teacher education to the importance of constructive task engagement and a wider range of SRL activity.

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ER -

The levels of cognitive engagement of lesson tasks designed by teacher education students and their use of knowledge of self-regulated learning in explanations for task design

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