Supporting Students' Self-Regulated Learning in an Introductory Physics Course

Autor/inn/en	Rieger, Georg W.; McIver, Jess; Mazabel, Silvia; Burkholder, Eric W.
Titel	Supporting Students' Self-Regulated Learning in an Introductory Physics Course
Quelle	In: Physics Teacher, 61 (2023) 1, S.18-21 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rieger, Georg W.) ORCID (Mazabel, Silvia) ORCID (Burkholder, Eric W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-921X
Schlagwörter	Independent Study; Introductory Courses; Physics; Science Instruction; Teaching Methods; Active Learning; Learning Activities; Metacognition + Suchen Sie Ihr Suchwort? Selbststudium; Einführungskurs; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Aktives Lernen; Lernaktivität; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	It is often challenging for physics instructors to dedicate time during a course to engage students in developing strategic approaches to learning in addition to problem-solving skills and content knowledge. In this work, we introduce a simple modification to our teaching practice with the purpose of fostering student development of self-regulated learning (SRL). Instructional practices supportive of self-regulated learning are associated with positive academic, social, and personal outcomes in higher education. Research also indicates that students can improve in their self-regulation over time, and we demonstrate that instructors can support this development in class with strategies that require minimal class time. In the context of classroom instruction, we can think of SRL as an intentional, active, and goal-driven engagement in learning activities that relies on metacognitive knowledge and skills. (As Provided).
Anmerkungen	American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01