Abstract
This chapter argues for using multiple methods to investigate self-regulated learning because only by using a range of methodologies will be able to appreciate fully its complexity. It focuses on 2 aspects that are afforded by the use of observations and interviews in self-regulated learning research: providing rich, contextualized description that can answer “what, how, why, and when” questions, and enabling methodological triangulation. The chapter discusses these with reference to the ongoing mixed-method research of middle-grade urban students’ engagement in project-based science (PBS). It also reflects on issues and questions that have evolved throughout this research. Methods have been likened to a kaleidoscope; “depending on how they are approached, held, and acted toward, different observations will be revealed”. The features of PBS make it a particularly interesting and relevant pedagogical environment in which to examine self-regulated learning.
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