Self-directed learning in science education: explicating the enabling factors

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.