From Notes to Noticing: Measuring Elementary Students’ Metacognitive Skills with Digital Science Notebooks

As the U.S. strives to remain competitive in STEM, there is a growing emphasis on equipping students with critical thinking skills and the ability to apply content knowledge innovatively, aligning with NGSS Standard ETS2.B on evolving societal needs. In science education, metacognitive thinking bridges theory and practice, enabling fifth graders to progress from guided reflection to independent planning, monitoring, and evaluating problem-solving approaches. Students with strong metacognitive skills can better understand scientific principles, assess their learning, and refine experiments. It is essential to explore strategies that effectively enhance metacognition and promote deep engagement with science. One promising yet less-examined method is the integration of digital science lab notebooks, which offer students a space to document observations and engage in reflective thinking. My research question, “How well do digital science lab notebooks measure a student’s metacognitive skills compared to other methods of assessment in elementary school?” investigates whether these digital tools foster a deeper understanding of scientific concepts. To address this question, the study employs a case study methodology, examining two fifth-grade classes, a sample size of approximately 40 students, who will complete a Qualtrics multiple-choice pre-test and post-test to measure content knowledge, as well as Children’s Perceived Use of Self-Regulated Learning Inventory (CP-SRL) surveys to measure metacognitive awareness. Using multimodal discourse analysis, I examine students’ responses in their Arduino Digital Science Notebooks to evaluate whether these tools foster more frequent monitoring, regulation, and reflection than traditional measures. While results are preliminary, the structured format suggests stronger metacognitive skill development in elementary students. Thus, I anticipate that using digital lab notebooks will significantly strengthen 5th graders’ metacognitive skills by providing structured opportunities for reflection, self-monitoring, and active engagement with scientific concepts.