—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.
—Secondary school, science, self-regulated
learning, teachers’ practices, case study.
K. Prabha R. Jayawardena is with the Faculty of Education, the Open
University of Sri Lanka, Nawala, Nugegoda, Sri Lanka (e-mail:
Christina E. van Kraayenoord and Annemaree Carroll are with the School
of Education, the University of Queensland, Brisbane, QLD 4072, Australia
(e-mail: email@example.com, firstname.lastname@example.org).
Cite: K. Prabha R. Jayawardena, Christina E. van Kraayenoord, and Annemaree Carroll, "Promoting Self-regulated Learning in Science: A Case Study of a Sri Lankan Secondary School Science Teacher," International Journal of Information and Education Technology vol. 7, no. 3, pp. 195-198, 2017.