Self-Regulated Learning in the Social Studies Classroom

• In Event: College Readiness: Connections Between High School Lessons and Self-Regulated Learning

Abstract

Objectives or purposes
Research on self-regulated learning in the social studies curriculum is under-represented relative to other secondary disciplines such as reading and science. The purpose of this paper is to present an analysis of three case studies: social studies lessons in world history, civics and economics, and U.S. history using a self-regulated learning lens.

Perspective(s) or theoretical framework
For this analysis we used Zimmerman and Schunk’s three phase model of self-regulated learning and the development of self-regulatory competency model to describe the ways in which the teachers not only use self-regulation processes but also enhance students’ use of the processes to optimize learning.

Methods, techniques, or modes of inquiry
We then examined the lessons using empirical research on SRL processes to identify which of them were addressed in the lesson. Along with this analysis we will discuss the application of the Social Studies State Standards and Common Core State Standards in the lessons and how the expert teachers used them to foster self-regulated learning.

Data sources, evidence, objects, or materials
Three exemplary teachers from three different cities in North Carolina each wrote a model lesson plan and narrative describing how the lesson is carried out. The data we obtained are qualitative, rich, and descriptive.

Results and/or substantiated conclusions or warrants for arguments/point of view
Our findings show that these teachers used many of the processes in the three-phase model, as well as assisted the students to develop self-regulated learning competency. In particular, we found evidence of modeling, goal setting, self-motivation, self-instruction, and self-evaluation.
Teachers engaged in self-regulatory processes and fostered self-directed learning in their students by building self-efficacy and motivation for learning.

Scientific or scholarly significance of the study or work
These case study analyses add significantly to the literature on self-regulated learning in secondary education. By examining what teachers and students actually do and showing how their activities reflect self-regulation principles, the lessons demonstrate these processes are happening in a dynamic social studies classroom. There is little empirical research examining SRL in high school social studies classrooms and this provides some evidence that it is present and also suggests it is a fruitful area for future research.

Authors

• Dale H. Schunk, University of North Carolina - Greensboro

• Wayne Journell, University of North Carolina - Greensboro

• Amber Alford, Walkertown High School

• Jennifer Watson

• Michael Belter, Rockingham County High School