Task Factors, Teacher Behavior, and Students' Involvement and Use of Learning Strategies in Science

194 fourth through sixth graders from 8 classes participated in this study. 4 science lessons that varied with respect to level of cognitive content, procedural complexity, and social organization were observed in each room. After each of the lessons, students responded to questionnaires designed to measure task involvement and use of cognitive strategies. Cognitive engagement was defined by the number of self-regulating, rather than work-avoidant or help-seeking, strategies children reported using. In addition, detailed transcripts of the lessons were prepared. Findings indicate that student involvement did not differ significantly by difficulty of cognitive content, type of social organization, or procedural complexity of tasks. In addition, cognitive engagement was similar for tasks judged as low and high in cognitive difficulty, although students reported using more strategies in the latter situations. Cognitive engagement was lower during small-group work and when tasks were procedurally complex. Qualitative analyses of patterns of teacher behavior suggest that when teachers pressed for mastery as well as for participation, students' cognitive strategy use was higher, and that the importance of particular behaviors for maintaining this engagement varied according to the lesson. Conclusions stress the need to consider how elements of tasks and teacher behavior operate jointly to promote high student involvement and cognitive engagement in classroom learning.