The potential of stimulated recall for investigating self-regulation processes in inquiry learning with primary school students

This article examines the potential of using stimulated recall as a method to investigate the learning processes of primary students when engaging in inquiry based learning. Inquiry based learning requires the ability to use specific aspects of self-regulation. In the study, students were video recorded while working on a task. Immediately afterwards, they were shown selected video excerpts and interviewed about their thoughts and reasons while working on the task. In order to capture students’ self-regulation, the framework for the stimulated recall is based on existing theoretical and empirical literature on self-regulation. The methodological aspects of using stimulated recall for data collection and analysis are discussed and the potential for research in science education is identified