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Developing a holistic approach to teaching biosciences using self-regulated learning theory.

Vicki Dunk1, Judy Craft2

  • 1Biomedical Sciences, James Cook University, Townsville, Queensland, Australia.

Advances in Physiology Education
|August 25, 2025
PubMed
Summary
This summary is machine-generated.

This study introduces a self-regulated learning (SRL) approach to teaching physiology and bioscience, enhancing student confidence and academic performance in health sciences.

Keywords:
biosciencelearning strategiesmetacognitionself-efficacyself-regulated learning

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Area of Science:

  • Physiology education
  • Bioscience teaching
  • Health sciences pedagogy

Background:

  • Health science students struggle with complex physiology and bioscience content.
  • Difficulties often correlate with low self-efficacy and inadequate study skills.
  • Persistent learning challenges necessitate innovative pedagogical strategies.

Purpose of the Study:

  • To present a holistic approach integrating self-regulated learning (SRL) strategies into physiology and bioscience course design.
  • To address learning challenges and improve student engagement and outcomes in health-related disciplines.
  • To propose a meta-curriculum embedding SRL for enhanced academic performance.

Main Methods:

  • Embedding SRL strategies within a learning cycle framework (forethought, performance, self-reflection).
  • Explicitly teaching cognitive, metacognitive, and resource management strategies within the discipline context.
  • Utilizing instructor modeling and guided practice for progressive strategy application.

Main Results:

  • Students demonstrated improved learning management, strategy selection, and self-efficacy.
  • The integrated approach benefited students who typically do not seek learning support.
  • Enhanced student preparedness to manage academic tasks and challenges.

Conclusions:

  • Integrating SRL into physiology instruction boosts academic performance and learner confidence.
  • A meta-curriculum based on SRL provides a transferable model for bioscience and health education.
  • This pedagogical approach fosters more capable and confident learners in health sciences.