Conceptual Framework

In my conceptual framework, I integrated several concepts which are applied in my observation through the lens of constructivism. I will elaborate on why I put these concepts in a specific place and I will explain what the colors stand for.

At the top of the diagram, the greens are the relationships between these three different forms of knowledge. Conditional knowledge is knowing when and why declarative and procedural knowledge is relevant to tasks, why strategies are effective, when they should be applied and when they are appropriate. In the example that I provided to support my claim, Wil Wheaton used “Tiny Dancer and Seamstress for the Band” as his declarative knowledge and used the melody and lyrics of the song as his procedural knowledge. Both two knowledge helped him to form and use conditional knowledge. Wil Wheaton, at first, could not articulate and transfer his prior knowledge to the new environment. But after integrating conceptual knowledge and procedural knowledge into conditional knowledge, he gradually found that the key to finding the right answer, which is these three types of knowledge is related to the pink shoes. By using these three types of knowledge, Wil Wheaton formed a kind of self-regulated learning that would better help him to connect and transfer his domain knowledge into a new setting and finally met his goal.

The yellows are metacognitive monitoring and metacognitive control. I related these to conditional knowledge because Wil Wheaton achieving the task successfully not only requires monitoring and controlling of strategic processes but also need the help of conditional knowledge when dealing with the complex or uncertain problem. Like Wil was uncertain about whether the seamstress for the band is the lyrics of the tiny dancer. So I made two green beard-like arrows to show the relationship between conditional knowledge, metacognitive monitoring, and control. And by metacognitive monitoring and metacognitive controlling, self-regulated learning can be achieved.

The blues on the bottom is based on my second claim. The dark blue represents the metacognitive scaffolding provided by the experienced player who is Wil Wheaton to the other players. And the light blue means that after receiving metacognitive scaffolding, players are able to determine the right time to apply strategy and assist players in reasoning about the appropriate strategy that may apply at that specific time. In the example, Wil provided metacognitive scaffolding to Caysey saying that “Be careful, don’t let everyone get your point, if you want to get the highest score.” What Wil What Will was telling Casey was that in the next round, Casey had a chance to get a high score and get the prize. What Will wanted Casey to do is that Casey needed to assess/monitor whether the card she was about to describe was not going to be guessed by everyone and strategized(controlled) to make the card she was describing unique to Will. And this is what Casey actually said and did during and after the interview. She got Wil’s point and get the highest score. This whole metacognitive process including metacognitive monitoring and controlling was enhanced by the scaffolding Wil Wheaton provided and helped the players to achieve self-regulated learning.