The purpose of this article is to review recent research on self-regulated learning and discuss the implications of this research for science education. We draw on examples of self-regulated learning from the science education literature to summarise and illustrate effective instructional methods and the development of metacognitive understanding 1999a;Rickey & Stacy, 2000;White & Mitchell, 1994). We also focus on the crucial role that metacognition plays in self-regulation (Baird & White, 1996;Nichols, Tippins, & Wieseman, 1997;White, 1998).We divide our discussion into two main parts. The first focuses on three components of selfregulated learning, including cognition, metacognition, and motivation. We relate these aspects of self-regulation to current practices in science education. The second section focuses on six general instructional strategies for improving self-regulation in the science classroom. We focus on the use of inquiry based learning, the role of collaborative support, strategy and problem solving instruction, the construction of mental models, the use of technology to support learning, and the role of personal beliefs such as self-efficacy and epistemological world views. These instructional strategies are selected because they reflect extensive research agendas over the last decade within the science education literature and are essential to metacognition and self-regulation (Butler & Winne, 1995;Gunstone, 1999b).Key Words:Self-Regulated Learning Theory: The Role of Cognition, Metacognition, and MotivationSelf-regulated learning refers to our ability to understand and control our learning environments. To do so, we must set goals, select strategies that help us achieve these goals, implement those strategies, and monitor our progress towards our goals (Schunk, 1996). Few students are fully self-regulated; however, those with better self-regulation skills typically learn more with less effort and report higher levels of academic satisfaction (Pintrich, 2000;Zimmerman, 2000).Self-regulated learning theory has a distinguished history in cognitive psychology, with its origins dating back to the social-cognitive learning theory of Albert Bandura. At the heart of Bandura's theory is the idea of reciprocal determinism which suggests that learning is the result of personal, environmental, and behavioural factors. 112GREGORY SCHRAW, KENT J. CRIPPEN AND KENDALL HARTLEY Personal factors include a learner's beliefs and attitudes that affect learning and behaviour. Environmental factors include the quality of instruction, teacher feedback, access to information, and help from peers and parents. Behavioural factors include the effects of prior performance. Reciprocal determinism states that each of these three factors affects the other two factors.During the past two decades, researchers have applied Bandura's (1997) socialcognitive theory to many settings, including school learning. These attempts led to the development of self-regulated learning theory which contends that learning is governed by ...

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Scholars argue that bridging students’ backgrounds with canonical science is necessary for students of color by reducing incongruences between home and school and increasing the authenticity of science learning. However, science teachers often struggle with enacting culturally responsive pedagogies (CRP). This paper utilizes data from classroom observations, group interviews, and numerous program artifacts to describe four themes associated with the knowledge and practices of six high school life science teachers as they learned about and attempted to enact CRP while participating in a professional development program. These themes include views of students that changed from a focus on indirect experiences and emphasizing what students lacked to direct experiences and discussions of resources that they brought to the classroom; repositioning of students and teachers that was originally undetectable but moved to situating students as leaders with authoritative knowledge that constructed products together; community building that was done to promote interaction, learning, and give voice to students; and utilizing a CRP toolbox of responsive strategies and relevant topics to create bridges between students’ homes and school. At times, however, there was little connection to families’ funds of knowledge and sporadic critical consciousness raising. Implications for equitable science teacher development are discussed.

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