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The experiences of Natural Sciences teachers in the application of self-regulated learning
Dissertation (MEd)--University of Pretoria, 2015.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613455648817152 |
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| access_status_str | Open Access |
| author2 | Fraser, William John |
| author_browse | Fraser, William John |
| author_facet | Fraser, William John |
| collection | Thesis |
| dc_rights_str_mv | © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2015. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/50716 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:36:25.392Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/50716 The experiences of Natural Sciences teachers in the application of self-regulated learning Fraser, William John mmmonzab@gmail.com Motlhatlhedi, Boitumelo Monica UCTD Self-regulated learning Action research Learning strategies Cognitive development Inquiry-based learning Integration Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 Dissertation (MEd)--University of Pretoria, 2015. In the context of improving the learning process, a framework of self-regulated learning (SRL) is presented, which is regarded as a necessary pre-requisite for life-long learning. SRL has been used as a conceptual framework for a qualitative investigation conducted through participatory action research. Within the basis of the social-cognitive theoretical framework the phases of self-regulated learning are presented and analyzed as teachers implemented these phases during the teaching of Natural Sciences in grade eight and nine. The framework is envisaged to assist teachers to explore their own teaching and also to inculcate a sense of autonomy and responsibility in their learners‟ learning. The Natural Sciences teachers, who participated in the study, attended a two hours‟ workshop for three days to be informed about action research and self-regulated learning as these were new concepts to them. The teachers taught self-regulated learning strategies through investigative lessons based on inquiry-based learning. Three middle schools were examined using on-site observations, open-ended interviews with individual teachers and teacher journals as data gathering methods. The results explained the experiences the teachers encountered during the application of SRL strategies in the classroom. Despite the limitations of the study, the teachers support the integration of SRL strategies in the teaching and learning of Natural Sciences and they also see SRL as a motivation to engage in innovative programmes to continually improve teaching approaches in order to better the performance of learners. The outcome of this research study was partly positive because the participating teachers could not effectively implement the SRL strategies in the classroom for it was their first encounter with the concepts self-regulated learning and action research. Hence, there is still a lot that has to be done for effective implementation. tm2015 bs2026 Science, Mathematics and Technology Education MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-09: Industry, innovation and infrastructure 2015-11-25T09:47:25Z 2015-11-25T09:47:25Z 2015/09/01 2015 Dissertation Motlhatlhedi, BM 2015, The experiences of Natural Sciences teachers in the application of self-regulated learning, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/50716> S2015 http://hdl.handle.net/2263/50716 en © 2015 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | UCTD Self-regulated learning Action research Learning strategies Cognitive development Inquiry-based learning Integration Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title | The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title_full | The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title_fullStr | The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title_full_unstemmed | The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title_short | The experiences of Natural Sciences teachers in the application of self-regulated learning |
| title_sort | experiences of natural sciences teachers in the application of self regulated learning |
| topic | UCTD Self-regulated learning Action research Learning strategies Cognitive development Inquiry-based learning Integration Education theses SDG-04 Education theses SDG-08 Education theses SDG-09 |
| url | http://hdl.handle.net/2263/50716 |