International Journal of
Information and Education Technology

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.