Researchers: Rosemary Hipkins and Chris Joyce

Context: Science investigations about rolling (Years 1, 2, and 3)

An initial scoping study showed that a small group of Year 3 students were not self-regulating when carrying out a complex science investigation independently.

The researchers planned with the classroom teacher four lessons that supported the students to take responsibility for their investigations. A focus was on thinking about what their investigations could tell them about their science questions.

The study explored the ways in which the environment created by the teacher supported students to develop observable, fledgling skills of self-regulation.

The four lessons

1. Introduction to context Free exploration of phenomena involving both rolling and friction, with whole class pre and post discussion. 2. Fair testing skills Teacher modelling, POE, use of paired ramps to check impact of external friction on rolling objects. 3. More complex ideas and structured investigation Introduction of ideas of friction inside rolling containers. Paired variable cards used for planning. 4. Independent investigation Concept cartoons used as concept prompts. Children carry out own investigation rolling cans of soup and cat food.

Young children and self-regulated learning

Zimmerman's and Kitsantas' model was used to demonstrate that the students' actions could be described in terms of four stages in their development of self-regulatory skills:

1. Observation (teacher modelling)

2. Emulation (copying the teacher, or other students, or support material)

3. Self-control (supported use of strategies)

4. Self-regulation (independent choice to use strategies to answer own questions).

While the students could not be described as totally self-regulating, they did consistently demonstrate emerging SRL behaviours. 

Aspects of self-regulation observed

• Observing, discussing and emulating a role model’s actions.

• Sharing and discussing their ideas.

• Responding to others’ ideas.

• Managing distractions.

• Being aware of purpose of investigation.

• Applying appropriate strategies to investigate their own questions.

Actions that supported the development of self-regulation

We found instances of emergent SRL behaviour when the teacher provided a structure for students to learn and practise these behaviours. Actions that supported students were:

• pre-activity class discussion

• post-activity class discussion

• making learning focus clear, and referring back to this

• modelling thinking out loud

• teacher questioning

• teacher introducing and modelling the use of appropriate language

• visual prompts, for example, cards to select which set of variables would be fair

• simplifying management of variables, for example, by providing pre-prepared equipment

• encouraging cognitive engagement by presenting alternative possibilities, using such strategies as concept cartoons.

Actions that did not support the development of self-regulation

• Writing was a barrier, as it is still an activity that takes concentration. Students demonstrated much more reflective thinking during discussion.

• Self-assessment sheets were just ticked without thought. However, when asked the questions orally, students could reflect and comment on the strategies they had used.

To read more, see this PDF document.

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