Instructional Design Intended to Support Self-Regulated Learning in Science Classes

Abstract

In this study, we designed a "Guide for Science Learning" to support the realization of selfregulated learning and verified its effects through science class practice. As a result, its effectiveness was proved based on students' construction process of scientific concepts. In a questionnaire, each item in the "Guide for Science Learning" was evaluated affirmatively. The unit design in this study takes into account the number of classes in the standard curriculum. Therefore, it can become a concrete proposal for classes which use constructivist views of students' cognitive theory.