THE EFFECT OF PROBLEM-BASED LEARNING ON SELF-REGULATED LEARNING: A REVIEW OF LITERATURE / UČINAK UČENJA RJEŠENJEM PROBLEMA NA SAMOREGULIRANO UČENJE: PREGLED LITERATURE

Abstract

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.
Key words: problem-based learning, science education, self-regulated learning.

SAŽETAK

Cilj ovog rada je trostruk. Prvo, samoregulirano učenje se opisuje iz društveno-kognitivne perspektive i raspravlja se o tome zašto treba težiti samoreguliranom učenju u školama.  Drugo, pretpostavlja se da učenje rješenjem problema olakšava samoregulirano učenje. Navodi se pregled literature o učincima učenja rješenjem problema na samoregulirano učenje u nastavi K-12 znanstvenih sadržaja. Pružena je empirijska osnova za istraživanje razine do koje određeni aspekti učenja rješenjem problema unaprjeđuju samoregulirano učenje. Konačno, na temelju pregledane literature, navedena su ograničenja u tom specifičnom istraživačkom području te ponuđene neke preporuke za daljnja istraživanja.
Ključne riječi: učenje rješenjem problema, obrazovanje u području znanosti, samoregulirano učenje.