Review article

THE EFFECT OF PROBLEM-BASED LEARNING ON SELF-REGULATED LEARNING: A REVIEW OF LITERATURE

Yasemin Tas ; Department of Elementary Education, Faculty of Education, Ataturk University, Erzurum,Turkey
Semra Sungur ; Department of Elementary Education, Faculty of Education, Middle East Technical University, Ankara/Turkey

Abstract

The 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.

Keywords

problem-based learning; science education; self-regulated learning

Hrčak ID:

87461

URI

https://hrcak.srce.hr/87461

Publication date:

25.9.2012.

Article data in other languages: croatian

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