The effects of diaries on self-regulation strategies of preservice science teachers

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A review of research on metacognition in science education: current and future directions (2013, background): “Metastrategic knowledge, as defined by Kuhn, entails knowledge about what thinking strategies can accomplish; about when, why and how to use these strategies; and about the goals and requirements of tasks (Kuhn, 1999; Kuhn & Pearsall, 1998). MS are the skills and processes used to guide, monitor, co”
Self-Regulated Learning in the Classroom: A Literature Review on the Teacher's Role (2012, background): “Arsal [78] presented data that suggests preservice teachers’ metacognition and time management can be improved by asking them to self-report their engagement in SRL use with a daily diary.”