Self-regulated learning: theoretical frameworks to support in scientific education
DOI:
https://doi.org/10.33448/rsd-v9i1.1633Keywords:
Self-regulation. Science teaching. Didactic action.Abstract
The present text addresses self-regulated learning as defined by Zimmerman, extending the discussion to the development of new theoretical frameworks. The objective is to promote a review on the topic and provide a theoretical framework to support didactic actions toward this purpose. More specifically, the text highlights elements that may support the structuring of didactic proposals (or sequences) in the field of scientific education, and that favor this type of learning as reference. The study is characterized as bibliographic research in which works related to the theme were consulted. As a result, it is inferred the importance of teachers to structure didactic actions based on the three moments that constitute the model proposed by Zimmerman (anticipation and preparation; execution and control; and self-regulation). Such moments are grounded on cognitive, metacognitive, and motivational aspects that stand out in maximizing academic performance, especially in the field of scientific education.
References
Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. New Jersey: Prentice-Hall.
Bandura, A (1997). Self-efficacy: the exercise of control. New York: W. H. Freeman and Company.
Barrows, H. S., Tamblyn, R. M. (1980). Problem-based learning: an approach to medical education. New York: Springer Publishing Company.
Bereiter, C., Scardamalia, M. (1989). Intentional learning as a goal of instruction. In: Resnick, L. B (Ed.). Knowing, learning, and instruction: essays in honor of Robert Glaser. Hillsdale, New Jersey: Lawrence Erlbaum Associates, p. 361-392.
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In: Weinert, F. E.; Kluwe, R. H. (Eds.). Metacognition, motivation and understanding. Hillsdale, New Jersey: Lawrence Erlbaum Associates, p. 65-116.
Butler, D. L., Winne, P. H. (1995). Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research Fall, v. 65, n. 3,
p. 245-281.
Campanario, J. M., Otero, J. C. (2000). Más allá de las ideas previas como dificultades de aprendizaje: las pautas de pensamiento, las concepciones epistemológicas y las estrategias metacognitivas de los alumnos de ciencias. Enseñanza de las Ciencias, v. 18, n. 2, p. 155-169.
Chi, M. T. H. et al. (1981). Expertise in problem solving. In: Stenberg, R. J. (Ed.). Advances in the psychology of human intelligence. Hillsdale, New Jersey: Lawrence Erlbaum, v. 1.
Dewey, J. (1938). Experience and Education. New York: Macmillan.
Duarte, A. M. (2002). Aprendizagem, ensino e aconselhamento educacional: uma perspectiva cognitivo-motivacional. Porto: Porto Editora.
Flavell, J. H., Miller, P. H., Miller, S. A. (1999). Desenvolvimento cognitivo. 3. ed. Tradução de Cláudia Dornelles. Porto Alegre: Artes Médicas Sul.
Flavell, J. H., Wellman, H. M. (1977). Metamemory. In: Kail, R. V.; Hagen, J. W (Eds.). Perspectives on the development of memory and cognition. Hillsdale, New Jersey: Lawrence Erlbaum Associates, p. 3-33.
Flavell, J. H., Wellman, H. M. (1979).Metacognition and cognitive monitoring: a new area of cognitive – developmental inquiry. American Psychologist, v. 34, n. 10,
p. 906-911.
Freire, P. (1996). Pedagogia da autonomia: saberes necessários à prática docente. 30. ed. São Paulo: Paz e Terra.
Frota-Pessoa, O. (1970). Como ensinar Ciências. São Paulo: Editora Nacional.
Hernandez, F. (1998). Transgressão e mudança na educação: projetos de trabalho. Porto Alegre: ArtMed.
Kuhn, D., Weinstock, M. (2002). What is epistemological thinking and why does it matter?. Hillsdale, New Jersey: Lawrence Erlbaum Associates Publishers.
Linn, M. C. (2000). Designing the knowledge integration environment. International Journal of Science Education, v. 22, n. 8, p. 781-796.
Monereo, C., Castelló, M. (1997). Las estrategias de aprendizaje: cómo incorporarlas a la práctica educativa. Barcelona: Edebé.
Neber, H., Schommer-Aikins, M. (2002). Self-regulated science learning with highly gifted students: The role of cognitive, motivational, epistemological, and environmental variables. High ability studies, v. 13, n. 1, p. 59-74.
Otero, J. C. (1990). Variables cognitivas y metacognitivas en la comprensión de textos científicos: el papel de los esquemas en el control de la propia comprensión. Enseñanza de las Ciencias, v. 8, n. 1, p. 17-22.
Perrenoud, P. (1999) Avaliação: da excelência à regulação das aprendizagens – entre duas lógicas. Porto Alegre: Artmed.
Pinheiro, T. F. (2003). Sentimento de realidade, afetividade e ensino de ciências. 2003. 245p. Tese (Doutorado) – Universidade Federal de Santa Catarina, Florianópolis.
Pintrich, P., Schunk, D. (1996). The role of expectancy and self-efficacy beliefs. Motivation in Education: Theory, Research & Applications, n. 3.
Pintrich, P., Schunk, D. (2000). The role of goal orientation in self-regulated learning. In: Boekaerts, M., Pintrich, P. R., Zeidner, M. (Eds.). Handbook of self-regulation. San Diego: Academic Press, p. 451-502.
Rogers, C. R., Mata Machado, E. G., Andrade, M. P. (1972). Liberdade para aprender: uma visão de como a educação deve vir a ser. Belo Horizonte: Interlivros de Minas Gerais.
Rosa, C. T. W. (2011). A metacognição e as atividades experimentais no ensino de Física. 324p. Tese (Doutorado) – Universidade Federal de Santa Catarina, Florianópolis.
Schommer, M. (1994). An emerging conceptualization of epistemological beliefs and their role in learning. In: Garner, R., Alexandrer, P. Beliefs about Text and Instruction with Text, p. 25-40.
Schoon, K. J., Boone, W. J. (1998). Self-efficacy and alternative conceptions of science of preservice elementary teachers. Science Education, v. 82, n. 5, p. 553–568.
Schraw, G., Crippen, Kj., Hartley K. (2006). Promoting Self-Regulation in Science Education: metacognition as Part of a Broader Perspective on Learning. Research in Science Education, v. 36, n. 1, p. 111-139.
Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In: Ames, C., Ames, R. (Eds.). Research on Motivation in Education. Goals and Cognitions. New York: Academic Press Inc., v. 3. p. 13-44.
Simons, P. R. J.; Beukhof, G. (1987). The regulation of learning. In: SIMONS, P. R. J., Beukhof, G. (Eds.). Regulation of learning. New York: The Hague, The Netherlands – SVO, p. 1-12.
Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. E. Mayer & P. A. Alexander (Eds.), Handbook of research on learning and instruction. New York, NY: Routledge, p. 197-218.
Zimmerman, B. J. (1998). Academic studying and the development of personal skill: a self-regulatory perspective. Educational Psychologist, v. 33, n. 2/3, p. 73-86.
Zimmerman, B. J. (2000). Attaining self-regulation: a social cognitive perspective. Boekaerts, M., Zeidner, M., Pintrich, P. R. Handbook of self-regulation. San Diego: Academic Press, p. 13-39.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into Practice. v. 41, n. 2, p. 64-70.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, v. 45, n. 1, p. 166-183.
Zimmerman, B. J. (1989). Models of self-regulated learning and academic achievement. In: Zimmerman, B. J., Schunk, D. H. Self-regulated learning and academic achievement: theory, research, and practice. New York: Springer, p. 1-25.
Zimmerman, B. J.; Pons, M. M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, v. 23, n. 4, p. 614-628.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
