Introducing selfregulated learning into early physics teaching in Serbia: Design, initial implementation and evaluation of a multi-stage sequence of homework and classwork

Abstract

Applied research, carried out to examine the possibility of improving students’ understanding of heat phenomena through multi-stage homework and teacher-supported classwork assignments, is described. These assignments, designed within the theoretical framework of self regulated learning, enable students to overcome errors and doubts from the individual problem solving stage by peer interaction and teacher feedback and to reflect on individual and group learning experiences. They also promote the development of students’ self-efficacy, critical consideration of information and error detection, making individual and group learning processes more visible to students and teacher. This applied research was conducted in an intact grade VII primary school physics class in Serbia. Analysis shows significant progress in students’ understanding of the anomalous behavior of water and their ability to interpret a non-linear graph. The level of self-reflection outcomes depends mostly on the quality of teacher-supported group classwork. It is noted that students should improve expressive and critical thinking abilities.