scholarly journals The Effects of Pre-service Teachers' Epistemological Beliefs and Self Regulated Learning on well-structured and ill-structured Problem Solving

2013 ◽  
Vol 30 (3) ◽  
pp. 75-99
Author(s):  
Oh Sun-A ◽  
이순덕
Keyword(s):  
Problem Solving ◽  
Epistemological Beliefs ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Structured Problem Solving

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

2019 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Santi Eka Ambaryani ◽  
◽  
Winarti Winarti ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Science Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mathematics And Science

Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling. The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate. Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

scholarly journals Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning

2009 ◽  
Vol 21 (2) ◽  
pp. 153-161 ◽  
Author(s):  
Jung Ae Rhee ◽  
Eun Kyung Chung ◽  
Sun A Oh ◽  
Yung Hong Baik ◽  
Young Jong Woo
Keyword(s):  
Epistemological Beliefs ◽  
Problem Based Learning ◽  
Self Regulated Learning ◽  
Regulated Learning

Improving Students’ Computing Skills and Attitudes toward Learning via Web-Mediated Self-Regulated Learning with Feedback in an Online Problem-Solving Environment

2011 ◽  
Vol 3 (2) ◽  
pp. 37-53 ◽  
Author(s):  
Chia-Wen Tsai ◽  
Pei-Di Shen
Keyword(s):  
Problem Solving ◽  
Teaching Methods ◽  
Learning Effects ◽  
Innovative Teaching ◽  
Self Regulated Learning ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Problem Solving Environment ◽  
Regulated Learning ◽  
Computing Skills

Online learning is generally a solitary process without teachers’ on-the-spot assistance. To help students achieve sustained learning effects, the authors conducted a quasi-experiment to explore the effects of web-mediated self-regulated learning (SRL) with feedback on enhancing students’ computing skills, and their attitudes toward blended learning through online problem-solving. In this study, two cases were studied and compared, one a class deploying web-mediated SRL with feedback and the other without. The results showed that students who received web-mediated SRL with feedback outperformed those without feedback on computing skills and exhibited positive attitudes toward this instruction integrated with innovative teaching methods and technologies.

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