Describing Self-Directed Learning in Primary Students

Describing Self-Directed Learning in Primary Students

DOI: 10.4018/978-1-5225-2613-1.ch002
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Abstract

Chapter 2 discusses research literature on adult SDL which is used to construct a framework of the processes of SDL from which a questionnaire and interview questions were developed. The findings are reported from a pilot study used to trial the use of questions designed to seek perspectives of primary students' SDL from school staff, parents and students. Next, there is a description of the process of using revised questions to collect views about SDL from a larger group of school staff, parents, and students. Following this, there is a summary of the findings from interviews carried out with randomly selected primary students, gifted students and students with learning difficulties. These views describing variables comprising SDL in primary students are combined with the research literature to construct a model of effective SDL in primary students.
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Clarifying The Processes Of Self-Directed Learning In Primary Students

Research reported by Knowles, 1975; Candy, 1991; Blumberg, 2000, and Hmelo and Lin, 2000, has provided the framework of SDL processes involved in completing inquiry tasks requiring students to take responsibility for their own learning, as shown in Table 1. Specific researchers whose work has contributed to the development of each statement in each section, are shown in parentheses in the table. The processes described are carried out by a learner before, during and after working on an inquiry task. The ‘after’ activities, such as evaluation of work on the task and SDL, as well as review, can be carried out following inquiry or at any time during the inquiry where students are learning in a self-directed way.

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