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

Date

2012-01-01

Author

TAŞ, Yasemin
Sungur, Semra

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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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.

Subject Keywords

Self-regulated learning, Science education, Problem-based learning

URI

https://hdl.handle.net/11511/53454

Journal

CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE

Collections

Department of Mathematics and Science Education, Article

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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, pp. 533–560, 2012, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/53454.