Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/179
Title: Self-Directed Learning in Science Education: Explicating the Enabling Factors
Authors: Hew, Khe Foon
Law, Nancy
Wan, Jarrad
Lee, Yeung
Kwok, Amy
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Hew, K. F., Law, N., Wan, J., Lee, Y., & Kwok, A. (2016). Self-Directed Learning in Science Education: Explicating the Enabling Factors In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.
Abstract: The notion of self-directed learning (SDL) has gained prominence in many education institutes around the world. However, few studies detail the specific enabling factors that could foster SDL in primary and secondary school science education. Focusing on this gap, we engaged in a mixed methods study that examined 17 schools in Hong Kong, consisting of 10 primary and 7 secondary schools. Altogether, 1,538 students from 55 classes and involving 53 teachers participated in the study which ran from September 2014 to June 2015. Building upon four key SDL representation models, we first developed our three-dimensional SDL conceptual framework to guide our analysis of the specific leadership-, teacher-, and student-related factors that could foster SDL in science education. Five key enabling factors are described.
URI: https://repository.isls.org/handle/1/179
https://dx.doi.org/10.22318/icls2016.88
Appears in Collections:ICLS 2016

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