Supporting Student Self-Regulated Learning in Problem-and Project-Based Learning.
Mary English,Anastasia Kitsantas +1 more
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TLDR
In this paper, a theoretical model of the relationship between problem-or project-based learning and self-regulated learning is presented, along with research-driven guidelines on how to promote student responsibility for learning in PBL.Abstract:
In order to be successful in problemor project-based learning (PBL), students must take responsibility for the learning process by setting goals, monitoring, reflecting, and sustaining their motivation from the beginning of the project until the end. However, for many students, these processes do not occur naturally or easily. Therefore, the learning environment and teaching practices in PBL must be designed with intention to support students’ self-regulated learning (SRL). This paper describes specific learning environment features and teaching practices that have been shown to foster student responsibility for learning in each phase of PBL, with the purpose of providing educators with guidance for developing SRL in PBL, and ultimately, student motivation and ability to learn. To accomplish this, a theoretical model of the relationship between PBL and SRL is presented, along with research-driven guidelines on how to promote student responsibility for learning in PBL.read more
Citations
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Journal ArticleDOI
Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators
Cheng-Huan Chen,Yong-Cih Yang +1 more
TL;DR: In this paper, the authors performed a meta-analysis to synthesize existing research that compared the effects of project-based learning and those of traditional instruction on student academic achievement, and found that projectbased learning has a medium to large positive effect on students' academic achievement compared with traditional instruction.
Journal ArticleDOI
The Effect of Project-Based Learning on Learning Motivation and Problem-Solving Ability of Vocational High School Students
C. L. Chiang,H. Lee +1 more
TL;DR: In this paper, a project-based curriculum for the vocational high school students who majored in food and beverages was developed, and the effect of the curriculum on students' learning motivation and ability of problem solving by means of quasi-experimental method and qualitative analysis.
PBL Learning Meets Case-Based Reasoning in the Middle School Science Classroom: Putting Learning by Design Into Practice
Kari Clase,Peg A Ertmer +1 more
Journal ArticleDOI
Developing student 21st Century skills in selected exemplary inclusive STEM high schools
TL;DR: In this article, a conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st century skills.
References
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Book
Self-Efficacy: The Exercise of Control
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Book
How people learn: Brain, mind, experience, and school.
TL;DR: New developments in the science of learning as mentioned in this paper overview mind and brain how experts differ from novices how children learn learning and transfer the learning environment curriculum, instruction and commnity effective teaching.
Book ChapterDOI
Attaining self-regulation: A social cognitive perspective.
TL;DR: In this paper, the structure of self-regulatory systems, social and physical environmental context influences on self-regulation, dysfunctions in selfregulation, and selfregulatory development are discussed.
Journal ArticleDOI
Problem-Based Learning: What and How Do Students Learn?.
TL;DR: Problem-based learning (PBL) as mentioned in this paper is an instructional method in which students learn through facilitated problem solving, where the teacher acts to facilitate the learning process rather than to provide knowledge.
Journal ArticleDOI
A social cognitive view of self-regulated academic learning.
TL;DR: The social cognitive conception of self-regulated learning presented in this article involves a triadic analysis of component processes and an assumption of reciprocal causality among personal, behavioral, and environmental triadic influences.