Promoting Self-Regulated Learning in Social Studies: Results of Design Research in a Professional Learning Community

• In Event: Professional Learning Communities

Abstract

This practice-oriented research with four social studies teachers aimed at the development of tools to promote self-regulated learning in tasks that ask for the application of a subject-specific skill (e.g. empathy or analyzing historical processes). Teachers and students considered the videos, scaffolds and rubrics that were developed useful. Students often over-estimated their proficiency level, which in some cases resulted in not using the scaffolds. Finding a good balance between explicit instruction / guided practice and creating opportunities to self-regulate, appeared a challenge. The teachers enriched their knowledge about social studies skills and self-regulation, and reflected on the organization of the curriculum. Important resources for learning were the research literature, expert and student feedback and the iterative design, implementation and evaluation.

Authors

• Carla Van Boxtel, University of Amsterdam

• Gerhard Stoel, Radboud University Nijmegen