A COMMUNITY FRAMEWORK FOR GEOSCIENCE EDUCATION RESEARCH: RESEARCH ON GEOSCIENCE STUDENTS' SELF-REGULATED LEARNING, METACOGNITION, AND AFFECT

As part a three year community wide effort that reflected on the state of research knowledge and practice in undergraduate geoscience teaching and learning, the Geoscience Education Research (GER) community identified student affect, self-regulation, and metacognition as a high-priority research area. How individuals navigate content through their affect (emotional response, attitudes, beliefs), their ability to self-regulate (which includes one's motivations and interests) and their metacognitive capabilities (ability to reflect on what they know, what they don't know and what they need to do to improve on those weaknesses) ultimately determines whether and how they interact with the content in an undergraduate course. In result of this community wide effort, four Grand Challenges that highlight needed areas of research on self-regulated learning, metacognition and affect were established. These are organized around important ways in which these factors emerge in teaching and learning: in the development of student skills, in the support of a diverse population of learners, in the support of educators teaching these students, and in assuring that research on these factors is of the highest standards. This poster will serve to disseminate the grand challenges and the identified research strategies to address them for future researchers interested in working in GER.