{"pk":25554,"title":"Organizing Metacognitive Tutoring Around Functional Roles of Teachers","subtitle":null,"abstract":"Metacognitive skills are critical in learning but difficult to\nteach. Thus the question becomes how can we facilitate\nmetacognitive tutoring? We present an exploratory learning\nenvironment called MILA-T with embedded metacognitive\ntutors imitating five functional roles of teachers in\nclassrooms. We tested MILA–T in a controlled experiment\nwith 237 middle school students. We examine the impact of\nMILA–T on the models of a natural phenomenon constructed\nby the students. We find that students with access to MILA–T\nwrote better evidential justifications for their models, and\nthus, deliver better-justified models for the phenomenon. We\nalso find that these improvements persisted during a transfer\ntask. These results lend support for organizing metacognitive\ntutoring around the functional roles of teachers for supporting\ninquiry-driven modeling","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"Functional roles of teachers; intelligent tutoring\nsystems"},{"word":"metacognition"},{"word":"metacognitive tutoring; scientific\ninquiry; scientific modeling"}],"section":"Papers","is_remote":true,"remote_url":"https://escholarship.org/uc/item/4gq1f0rs","frozenauthors":[{"first_name":"David","middle_name":"A","last_name":"Joyner","name_suffix":"","institution":"Georgia Institute of Technology","department":""},{"first_name":"Ashok","middle_name":"K","last_name":"Goel","name_suffix":"","institution":"Georgia Institute of Technology","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2015-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/25554/galley/15178/download/"}]}