TEACHING HOW TO LEARN
Effectiveness of Self-Regulation Training
Teaching how to learn: promoting self-regulated learning in STEM classes’ is a project funded by a 2019 Australian Research Council Discovery Grant. The project aims to investigate key factors that influence improvements in teacher capacity and student academic outcomes in STEM subjects. Although the call to create classroom learning environments that increase the interest, activity and control of students over their learning especially in the STEM areas has been around for a long time, research shows little progress. There is a noticeable lack of interest in secondary school science, which is primarily attributed to factors such as lack of student autonomy, the impersonal nature of teacher-student relationships, teaching dominated by transmissive as opposed to activity-based programs, an emphasis on meaningless rules and procedures over ideas and curricula that allow little tailoring to individual student needs. The critical questions are: Can we create sustainable changes in teachers’ practices in STEM and do these changes influence students’ interest, uptake of science and academic performance?
Chief investigators: Prof. Dr. Stella Vosniadou, Prof. Dr. Mike Lawson & Prof. Dr. Lorraine Graham
Partner investigators: Dr. Charlotte Dignath & Prof. Dr. Michelene Chi
Academic associates: Dr. Penny van Deur, Dr. Mirella Wyra & Dr. Igusti Darmawan
Research associates: Dr. Helen Stephenson, Dr. Wendy Scott, Dr. Emily White, Rob Mason & Dr. Masa Pavlovic
SeLFI LAB is funded by the German Research Foundation (DFG) as part of an Emmy Noether Group and is part of the IDeA Research Center (Individual Development and Adaptive Education of Children at Risk) for the study of developmental and learning processes in children within the first twelve years of life.