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- Vol 2 RE: App D
self-regulated learningmetacognitive regulationcognitive strategiesacademic motivationscience inquiryself-explanationconcept mappingJournal article Evidence summaryAt a glance
Schraw, Crippen, and Hartley review self-regulated learning in science education through three interacting components: cognition, metacognition, and motivation. Cognitive strategies help learners encode, organise, elaborate, and retrieve scientific knowledge.
Key ideas
Metacognition includes knowledge about cognition and regulation through planning, monitoring, and evaluation. Motivation supplies beliefs and goals that influence whether strategies are initiated and sustained, including self-efficacy, task value, and goal orientations. Effective learners coordinate all three rather than relying on isolated study techniques. The authors connect the framework to science practices and review instruction using inquiry, collaborative learning, strategy teaching, self-explanation, prompts, concept mapping, and reflective assessment. Support should make expert thinking visible, provide guided practice and feedback, and gradually transfer control. They also emphasise that strategy knowledge does not guarantee use when motivation or contextual support is weak.
Why it matters
For science educators, productive design pairs challenging investigations with explicit planning and monitoring routines, opportunities to explain evidence, feedback on both reasoning and outcomes, and classroom conditions that build competence and value. More domain-specific, longitudinal research is needed.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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