Self-regulated learning (SRL) has emerged as a prominent research topic in educational studies in recent years. The core concept of SRL primarily explores how learners transform their cognitive abilities into academic achievements and skills through a self-directed process. While the academic community widely acknowledges the benefits and importance of constructivist-based SRL in science education, and relevant literature is abundant, existing studies predominantly emphasize the learner's perspective. Although some scholars have examined how teachers, particularly science teachers, can "teach" SRL within their instructional practices, research outcomes in this area remain less comprehensive than those focusing on learners. A review of the literature on SRL reveals that the academic community has rarely conducted meta-analyses concerning teaching, teachers, and teacher education within this context. This observation underscores the need for further research on SRL centered on teachers. Grounded in this premise, the present qualitative study investigates high school science teachers' Conceptions of Teaching Self-Regulated Learning (COTSRL) through in-depth interviews. By examining teachers' perspectives on integrating SRL strategies into their science instruction, this research addresses the gap in teacher-focused studies within the literature, potentially informing future teacher education and professional development programs. Based on the study's findings, this research offers valuable insights to academics, educators, and education policymakers, delineating approaches to enhance science instruction by effectively incorporating COTSRL.

Authors:
Tzu-Chiang Lin, National Kaohsiung University of Science and Technology, Taiwan

About the Presenter(s)
Professor Tzu-Chiang Lin is a University Assistant Professor/Lecturer at National Kaohsiung University of Science and Technology in Taiwan

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