The Effect of Problem-Based Learning on Self-Regulated Learning: A Review of Literature

TAŞ Y., SUNGUR S.

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, vol.14, no.3, pp.533-560, 2012 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 14 Issue: 3
  • Publication Date: 2012
  • Journal Name: CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus
  • Page Numbers: pp.533-560
  • Keywords: problem-based learning, science education, self-regulated learning, STUDENT MOTIVATION, SCIENCE-EDUCATION, ACHIEVEMENT GOALS, CLASSROOM, STRATEGIES, EFFICACY, ATTITUDE
  • Middle East Technical University Affiliated: Yes

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.