| Summary: | 碩士 === 國立彰化師範大學 === 科學教育研究所 === 100 === The purpose of the study is to discuss the low achievers’learning diffculties and learning strategies by using the self-regulated learning theory and to analyze the key factors that cause low achievers fail to self regulated their learning. In this study, through semi-constructed interview, the learning diffculties and learning strategies of 30 low-achievers in science class of junior-high school was investigated. That study was focus on three scicence topics： light, heat and chemical reaction.
Findings indicated that three major learning diffculties of low achiever was found. First, the teaching is too diffcult, too fast and too hard that students cannot understand. Second, students fail to memorize what they learned and easily confused and forgotten. Third, students were easily distracted in class for they were not interested, felt bored and didn’t understand. For the self-regulated strategies, there are four findings： First, students use more cognition and action-control strategies. Second, students use less motivation and meta-cognition strategies. Third, students use various strateies, but single student focus on specific strategy. Fourth, student didn’t have enough strategies to solve the problem compltely. The resons that low achievers can’t slove the learning diffculties include low motivation, lack of meta-cogniton abilities, without proper strategies and over depend on seeking-help and study hard strategies.
The study also suggests that the teacher and parents can help students to have better self-regulation on setting challenge and reachable goal, learning to plan, prompting meta-cognition ability, learning different learning strategies, learning action-control strategies to prevent distraction and and helping them to maintain the high motivation.
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