Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems
Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and f...
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| Vydáno v: | Frontiers in psychology Ročník 12; s. 722535 |
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| Hlavní autoři: | , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
| Vydáno: |
Frontiers Media S.A
01.11.2021
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| Témata: | |
| ISSN: | 1664-1078, 1664-1078 |
| On-line přístup: | Získat plný text |
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| Shrnutí: | Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks. |
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| Bibliografie: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 Reviewed by: Sila Kaya-Capocci, Agri Ibrahim Çeçen University, Turkey; Zhi Hong Wan, The Education University of Hong Kong, Hong Kong SAR, China; Olivia López Martínez, University of Murcia, Spain This article was submitted to Educational Psychology, a section of the journal Frontiers in Psychology Edited by: Jin Su Jeong, University of Extremadura, Spain |
| ISSN: | 1664-1078 1664-1078 |
| DOI: | 10.3389/fpsyg.2021.722535 |