Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher

Kapugekiyanage Prabha Ransi Jayawardena · Christina E. Van Kraayenoord · Annemaree Carroll

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Innovative Teaching and Learning Methods Science Education and Pedagogy Student Assessment and Feedback

Abstract

The literature highlights the importance of self-regulated learning (SRL) in fostering students' achievement.The research to date has paid little attention on developing in-service secondary school science teachers' practices that foster SRL.This paper reports on part of a larger study of senior secondary school teachers' practices used to foster science achievement and an examination of how these practices related to SRL.In this paper, the case study of one senior secondary school science teacher is presented.Classroom observations and a semi-structured interview were used to collect data.The case study teacher used several practices to help students to develop aspects of SRL, such as goal setting, modeling, scaffolding, and developing learner autonomy.However, teaching practices that are advocated for the development of SRL such as problem-solving and critical thinking were not prominent in her teaching practices.It seems that the overloaded science syllabus, limited resources were barriers for her to use teaching practices that foster SRL.

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2002Becoming a Self-Regulated Learner: An Overview 2008Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level 2006Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling 2010Promotion of self-regulated learning in classrooms: investigating frequency, quality, and consequences for student performance 2014Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement 2011Motivation, achievement, and advanced placement intent of high school students learning science 2014Teacher beliefs, knowledge, and practice of self-regulated learning 2007Student Motivation and Self-Regulated Learning in the College Classroom

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