Abstract:

Increasing prevalence of high-stakes testing calls for focus on value-added teaching and learning practices. Following is an inquiry regarding metacognitive teaching and learning practices as it pertains to secondary science classrooms. Research shows that the orchestration and inclusion of metacognitive strategies in the science classroom improve achievement under the following preconditions: (1) are pervasively embedded in the educational structure; (2) are part of appropriately rigorous and relevant curriculum; (3) are supported by 'metacognitive friendly' teaching strategies; (4) are explicitly practiced by students and teachers; and (5) enable students to take responsibility for their own learning.

Publication:

"Do Metacognitive Strategies Improve Student Achievement in Secondary Science Classrooms?", Mark Lamport & Jaunine Fouche, Christian Perspectives in Education, Spring 2011, 1-26.

Faculty Spotlight:

Dr. Mark Lamport (BA, Huntington University; MA, Wheaton Graduate School; MDiv, Evangelical Theology Seminary; ThM, Princeton Theological Seminary; PhD, Michigan State University) teaches religion and philosophy courses in the College of Liberal Arts.

Since 1985, Dr. Lamport has taught at Gordon College/Gordon-Conwell Theological Seminary (Massachusetts), Huntington University (Indiana), and Grand Rapids Theological Seminary (Michigan). He is continues on the regular teaching faculty of Evangelische Theologische Faculteit (Belgium); Instituto Biblico Portuges (Portugal); and has taught at theological colleges in Australia; England; Kenya; Northern Ireland; Scotland; Sierra Leone; The Netherlands; and The Philippines. 

Lamport and his wife are on a four-year adventure in Europe (2008-2012).  They lived for the first year in the Black Forest region of Germany, serving as theological education consultants with Greater Europe Mission at their European headquarters.  They spent two years (2009-2011) as professors at Belfast Bible College (Dunmurry, Northern Ireland).  And are currently teaching at All Nations Christian College (London, England).

He is the father of four young adults; grandfather to five; author of over 125 academic articles, chapters, essays, and reviews in over thirty-five journals, books, and periodicals; enjoys Anthony Hopkins movies; buying clocks and oriental carpets; long-distance running; the Chicago Cubs baseball team; my wife's cooking; international travel (49 countries…so far); and the summer Olympics.