Abstract

Learning about the nature of science is a crucial part of being a scientifically literate citizen in the modern age. This paper examines parallels between nature of science instruction and the processes explained by self-regulated learning theory, with a particular emphasis on the extension of effective strategies for learners which can be enhanced by the use of self-regulated learning cycles in classrooms. Explicit and reflective approaches to teaching the nature of science are examined and analyzed in terms of self-regulated learning theory, demonstrating learning processes that are addressed and those that are ignored by current explicit and reflective approaches. Results from emerging research on the use of self-regulated learning to teach nature of science knowledge, inquiry, and science practices are discussed.