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ERIC Number: EJ912485
Record Type: Journal
Publication Date: 2010-Oct
Pages: 5
Abstractor: As Provided
Reference Count: 7
ISBN: N/A
ISSN: ISSN-0036-8555
Self-Regulated Learning: Studying the Effects of a Nontraditional Instructional Method in the High School Science Classroom
Corsi, Gianluca
Science Teacher, v77 n7 p58-62 Oct 2010
Self-regulated learning (SRL) encourages students to learn using metacognition, strategic action, and motivation. This nontraditional approach to education relies on the student's active role in learning and the instructor's facilitatory role in teaching. This article provides a comprehensive analysis of an SRL instructional model the author designed to deepen the understanding and applications of scientific knowledge among her students. Based on the principles of self-regulation and cooperative learning, students were exposed to a constant project-based environment. They used a multiple learning-intelligence approach to solve real-life problems, adopt scientific knowledge and processes, and develop critical-thinking skills. (Contains 2 figures and 1 online resource.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas