Abstract
This article argues for using multiple methods to investigate self-regulated learning because only by using a range of methodologies will we be able to appreciate fully its complexity. The article focuses on 2 aspects that are afforded by the use of observations and interviews in self-regulated learning research: (a) providing rich, contextualized description that can answer "what, how, why, and when" questions, and (b) enabling methodological triangulation. This article discusses these with reference to the ongoing mixed-method research of middle-grade urban students' engagement in project-based science. The article also reflects on issues and questions that have evolved throughout this research.
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