This study aims at designing, implementing and evaluating regulation strategies within the process of teaching and learnig science. The sample is drawn from primary and secondary schools as well from schools of education at the university. The regulation strategies selected are formative evaluation (teacher regulation), self-evaluation as a metacognitive strategy (student regulation), and group interaction (social regulation). The research methodology will be the case study conducted by primary and secondary teachers under the action research paradigm. A multiple case study will allow the emergence of a typology for decribing students and teacher's regulatory mechanisms within the process of teaching and learning science.
|Effective start/end date||31/05/93 → 31/12/96|
Explore the research topics touched on by this project. These labels are generated based on the underlying awards/grants. Together they form a unique fingerprint.