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It is how individuals navigate content through their affect, their ability to self-regulate, and their metacognitive capabilities that ultimately determines whether and how they interact with the content. Many of the questions researchers in the fields of education psychology, cognitive science, and science education still have about these matters are in direct alignment with the interests of geoscience education research (GER). Some of these emergent lines of inquiry in these other fields can inform GER through the use of more-established theories and methodologies. The geosciences may be a unique context in which these questions can be investigated and the findings generated from GER researchers may be of interest to the broader learning science audience which, in turn, may provide geoscience education researchers new dissemination outlets and interested audiences to publish and communicate their research findings. In this theme chapter, the authors articulate four grand challenges that highlight needed areas of research on self-regulated learning, metacognition and affect. 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.
McNeal, Karen S.; Van der Hoeven Kraft, Kaatje; Nagy-Shadman, Elizabeth; Beck, Mary; and Jones, Jason (2018). "Research on Geoscience Students' Self-Regulated Learning, Metacognition, and Affect". In St. John, K (Ed.) (2018). Community Framework for Geoscience Education Research. National Association of Geoscience Teachers. Retrieved from https://doi.org/10.25885/ger_framework/10