Self-regulated learning strategies and motivation : a comparison between gifted and non-gifted students following inquiry-based learning (Hebrew)

The purpose of the current study was to examine the contribution self-regulated learning skills and motivation following inquiry-based learning in science in elementary school, by comparing gifted students with students of average abilities.
Within the framework of the study, an inquiry-based learning program was implemented in order to  investigate whether indices of self-regulated learning and motivation changed following the inquiry process. The study involved 75 sixth-grade students, 37 of whom were gifted students enrolled in a special gifted class, with the remainder being students of average abilities.

The research design employed a mixed-methods approach, combining quantitative and qualitative components. In the quantitative phase, questionnaires measuring motivation and self-regulated learning in science were administered before the implementation of inquiry-based learning (PRE phase) and after (POST phase). In the qualitative phase, semi-structured in-depth interviews were conducted with eight students after the inquiry learning experience.

The findings indicated that, contrary to the research hypotheses, no significant differences were found between the groups on measures of motivation and self-regulated learning, both prior to (PRE) and following (POST) the intervention. However, non-parametric analyses revealed significant differences in favor of the students with average abilities in the domains of learning goals and self-regulated learning strategies as well as in overall self-regulated learning.The qualitative findings provided deeper insight into the learning experiences of students in both groups. Results showed that students in each group adopted different learning strategies, reflecting divergent perceptions of the inquiry-based science process regarding their learning goals, theirapproaches to academic challenges, and the characteristics of both individual and group learning. Gifted students described a strong commitment to an in-depth understanding of science content and regarded the learning as personally meaningful. They viewed challenges as opportunities for investigation, tended to seek information independently, and attributed high value to learning tasks.

Their self-regulated learning strategies included repetition, memorization, organization of scientific content, and independent practice, accompanied by time-management and advance planning. In collaborative work, they demonstrated a high sense of personal responsibility and equitable task distribution. By contrast, students with average abilities aimed to acquire basic knowledge and understanding of science material aligned with the school curriculum. They frequently reported seeking assistance from peers or the teacher. Their learning strategies began with repetition and memorization, followed by help-seeking. Organization and practice of scientific material were usually carried out under the teacher’s guidance and in group settings. In their approach to teamwork, they emphasized social cooperation, mutual assistance, and joint problem-solving.

This study results contribute to the theoretical understanding of self-regulated learning among gifted students in Israel in the context of science education and provides practical implications by deepening the understanding of self-regulation abilities in this population. The findings may assist educators and curriculum developers in identifying the unique learning characteristics of gifted students compared to those with average abilities in science, thereby supporting the development of tailored intervention programs that optimally foster their learning processes.