ABSTRACT
This chapter begins by discussing key components of self-regulated learning, including cognition, metacognition, epistemic cognition, emotion, and motivation. Scientific tasks such as inquiry, problem solving, and reasoning require the self-regulation of these components. The chapter also argues that self-regulation is needed for overcoming scientific misconceptions and attaining conceptual change. It describes self-regulated conceptual change and the Cognitive Reconstruction of Knowledge Model (CRKM). The CRKM describes how characteristics of a learner's background knowledge, motivation, and characteristics of the content interact to produce a degree of engagement with the new concepts and a likelihood of conceptual change. Then, the chapter follows with a discussion of intentional conceptual change, which takes a more explicit self-regulatory perspective on conceptual change. Furthermore, it discusses instruments used to measure conceptual change in science. And finally, the chapter recommends more incorporation of emotion regulation into the self-regulation of science learning.
