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

2012-01-01
TAŞ, Yasemin
Sungur, Semra
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.

Citation Formats
Y. TAŞ and S. Sungur, “The Effect of Problem-Based Learning on Self-Regulated Learning: A Review of Literature,” CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE, vol. 14, no. 3, pp. 533–560, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53454.