Supporting self-regulated learning in the sciences: Preparing students for complex learning

Abstract

Introduction: Science education requires students to master challenging material, respond to new problems by employing previously learned skills and knowledge, and interpret large amounts of data. Many students’ entering higher education lack basic learning skills, yet science courses present difficult material. Purpose: This article discusses the benefits and applications of self-regulated learning in higher education science learning and presents instructional strategies that have successfully developed learners' self-regulation. Methodology: This review adopted the literature review narrative methodology. The role of self-regulated learning (SRL) strategies on science students' acquisition of complex scientific concepts and skills was analysed. Peer-reviewed studies on SRL in science education in higher education contexts were included to provide a relevant modern perspective on the topic. Result: The review of the literature demonstrated that when SRL is actively addressed, it can improve the capacity of students to set learning goals, assess progress toward goals, evaluate outcomes of learning, and modify learning strategies. Effective practices for supporting the self-regulation of higher education students have been shown to include opportunities for cognitive and metacognitive reflection toward the mastery of complex scientific concepts. Conclusion: By incorporating self-regulated learning into the science curriculum, instructors can foster higher-order learning and learner autonomy in their students while motivating them to use effective strategies for dealing with complex learning.