The Effect of Problem-based Learning on Self-regulated Learning: a Review of Literature / Učinak Učenja Rješenjem Problema Na Samoregulirano Učenje: Pregled Literature
Year: 2012
Type: article
Abstract: ABSTRACTThe purpose of this paper is threefold. Firstly, self-regulated learning is described from the social cognitive perspective and why self-regulated learning should be targeted in schools is discussed. Secondly, problem-based learning is proposed to facilitate self-regulated learning. Literature on the effects of problem-based learning on students’ self-regulated learning in K-12 science classes is reviewed. An empirical base for how particular aspects of problem-based learning can improve students’ self-regulated learning is provided. Finally, based on the reviewed literature, limitations in the specified research area are addressed and some recommendations for further research are offered.Key words: problem-based learning, science education, self-regulated learning.SAŽETAKCilj ovog rada je trostruk. Prvo, samoregulirano učenje se opisuje iz društveno-kognitivne perspektive i raspravlja se o tome zašto treba težiti samoreguliranom učenju u školama. Drugo, pretpostavlja se da učenje rješenjem problema olakšava samoregulirano učenje. Navodi se pregled literature o učincima učenja rješenjem problema na samoregulirano učenje u nastavi K-12 znanstvenih sadržaja. Pružena je empirijska osnova za istraživanje razine do koje određeni aspekti učenja rješenjem problema unaprjeđuju samoregulirano učenje. Konačno, na temelju pregledane literature, navedena su ograničenja u tom specifičnom istraživačkom području te ponuđene neke preporuke za daljnja istraživanja.Ključne riječi: učenje rješenjem problema, obrazovanje u području znanosti, samoregulirano učenje.
Authors: Yasemin Tas, Semra Sungur
Institutions: Atatürk University, Middle East Technical University
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W2333250866