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A Technology-Enhanced Intervention for Self-Regulated Learning in Science


by Tali Berglas-Shapiro, Bat-Sheva Eylon & Zahava Scherz — 2017

This article describes the development of a technology-enhanced self-regulated learning (Te- SRL) environment designed to foster students’ SRL of complex science topics. The environment consists of three components, one of which is a specially designed computerized system that offers students a choice between different types of scaffolding and encourages them to make multiple choices regarding the paths that they take when planning their learning. We describe a three-year mixed-methods study aimed at observing learners’ use of SRL processes when learning in the Te-SRL environment. This article focuses on nine case studies that were selected from 630 seventh-grade students who participated in the study. Data were obtained from assessment tasks, self-evaluation forms, think-aloud protocols, and interviews; data were traced from the computerized system. The findings suggest that students can improve over time in regulating their learning and in utilizing learning skills in a computerized system when provided with opportunities to practice, along with scaffolding. Many students, however, did not take full advantage of these scaffolding opportunities and seemed to lack the high-level skills needed for seeking information on the Internet. These findings underscore the importance of developing a culture of learning with technology-enhanced learning environments and scaffolding SRL in such environments.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. -
http://www.tcrecord.org ID Number: 21938, Date Accessed: 5/28/2017 4:32:25 AM

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About the Author
  • Tali Berglas-Shapiro
    Weizmann Institute of Science
    E-mail Author
    TALI BERGLAS-SHAPIRO is a postdoctoral researcher in the Department of Science Teaching at the Weizmann Institute of Science. Her main research interests are science educational technology, self-regulated learning, teacher community, and teacher education.
  • Bat-Sheva Eylon
    Weizmann Institute of Science
    E-mail Author
    BAT-SHEVA EYLON is a faculty member of the Science Teaching Department at the Weizmann Institute of Science. Her main research areas are learning and instruction of physics and STEM in secondary school, continuous professional development of teachers and lead teachers, and professional learning communities. She directs major curriculum and teacher professional development programs in Israel.
  • Zahava Scherz
    Weizmann Institute of Science
    E-mail Author
    ZAHAVA SCHERZ is a faculty member in the Department of Science Teaching at the Weizmann Institute of Science. Her main research areas are learning skills for science, leading teachers’ development, and conceptual learning. She has written curriculum materials for upper high school in the areas of logic programming, chemistry, and learning skills for science.
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