PBL in teacher education: its effects on achievement and self-regulation

Erdoğan, Tolga; Senemoğlu, Nuray

doi:10.1080/07294360.2017.1303458

Cited by 12 publications

(11 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…There are many benefits to implementing STEM PBL. Engaging students in STEM PBL activities has been shown to improve higher order thinking skills (Capraro et al, 2013 ) and motivation to learn because it necessitates that students contribute to their own learning (Erdogan & Senemoglu, 2017 ; Wan Husin et al, 2016 ). Inherent within the design of the STEM PBL instructional strategy is the constructivist paradigm wherein students should be active investigators rather than passive recipients during the learning process, which allows them to actively construct knowledge during the learning process (Kwon, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…This is partly because the constructivist component of STEM PBL has been found to positively influence student engagement and academic achievement (Capraro et al, 2017 ; Aikenhead & Elliott, 2010 ). Additionally, engaging students in STEM PBL has the potential to positively impact their learning and enhance their problem-solving skills (Erdogan & Senemoglu, 2017 ; LaForce et al, 2017 ). As such, STEM PBL may be used as an effective instructional strategy to increase students’ achievement and problem-solving skills.…”

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

When I Believe, I Can: Success STEMs from My Perceptions

Kwon

Capraro

2021

Can. J. Sci. Math. Techn. Educ.

View full text Add to dashboard Cite

The increasing concern in North America regarding the workforce’s ability to maintain a competitive position in the global economy has led to an increased interest in effective science, technology, engineering, and mathematics (STEM) education. The purpose of this study was to investigate the effect of engaging in STEM project-based learning (PBL) activities on students’ mathematical problem-solving beliefs (PSB) and their perceptions towards SEM subjects and STEM careers. The data were collected using mathematical problem-solving belief and STEM semantics surveys. Participants ( n = 68) were secondary students who participated in a STEM summer camp in which STEM PBL activities were utilized. Data were analyzed using descriptive statistics, paired-sample t tests, 95% confidence intervals, Cohen’s d effect sizes, and linear regression. Results showed that students increased their mathematical PSB ( p < .001, d = .50) and perceptions towards science ( p < .001, d = .68), engineering ( p = .002, d = .56), mathematics ( p = .015, d = .42), and STEM careers ( p < .001, d = .86). Additionally, the linear regression analysis revealed that students’ mathematical PSB predicted their STEM career perceptions positively and statistically significantly ( p < .05). These results support providing students with STEM PBL activities to increase their PSB and perceptions towards SEM subjects and STEM careers. Educators should utilize the results to provide opportunities for students to experience STEM PBL activities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

When I Believe, I Can: Success STEMs from My Perceptions

Kwon

Capraro

2021

Can. J. Sci. Math. Techn. Educ.

View full text Add to dashboard Cite

show abstract

“…Perels, Merget-Kullmann, Wende, Schmitz, and Buchbinder (2009) considered volitional strategies within a training on self-regulation of kindergarten teachers. Erdogan and Senemoglu (2017) found positive effects of a problem-based-learning intervention on prospective teachers' academic achievements, but not on volition-based self-regulation. Lee and Turner (2017) investigated some volitional skills of pre-service teachers, like, for example, goal commitment and effort regulation and found them related to endogenous instrumentality (i.e., believing that a course content is related to a future goal).…”

Section: Franz Hofmann and Hermann Astleitnermentioning

confidence: 76%

Intervention Research in Educational Practice. Alternative Theoretical Frameworks and Application Problems

Astleitner¹

2020

View full text Add to dashboard Cite

Improving learning and teaching at schools or universities may start with choosing evidence-based interventions and practices, but does not end there. To ensure sustainable changes to programs in educational practice, interventions need to address complex issues related to theories, research designs, and measurements. This book presents typical but often overlooked problems in intervention research in educational practice. These problems are embedded in various educational areas such as, amongst others, school effectiveness, instructional design or motivational aspects of teacher trainings.

show abstract

“…However, PBL is not omnipotent. PBL was effective for students' knowledge, comprehension, and application-level achievements, but it had no significant effects on their self-regulation (Erdogan and Senemoglu, 2017 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning

Yan-yan

2022

Front. Psychol.

View full text Add to dashboard Cite

Project-based learning (PBL) is a task-based learning mode, which is of great significance to context-based curriculum education. With data collected through questionnaires and interviews, this article builds a binary logistic regression analysis model to explore the learners' willingness of PBL and its influencing factors. A total of 14 influencing factors are set in the research, with an innovative import of knowledge spillover and emotional motivation, to examine the impact on PBL willingness. Results show that eight factors, such as project-based learning experience, clarity of curriculum tasks, contextuality of curriculum content, and requirement for innovation of curriculum tools, have significant positive impacts on learners' willingness of PBL, while four factors, including the challenge of the curriculum project and tendency of learning objectives setting, have significant negative impacts. What's more, the grade of the learners and the challenge of the curriculum project have no significant impact. This article verifies that individual characteristics, knowledge spillover, and emotional motivation have different directions and degrees of impact on learners' willingness of PBL. Then, reasons are explored and implications proposed that these factors should be distinguished and paid sufficient attention to. Finally, suggestions are put forward on strengthening the contextuality of curriculum content, identifying the heterogeneity of learners, and expanding innovative tools to develop a PBL-based blended teaching model. In this way, the potential of PBL can be fully realized in maximizing learning achievements.

show abstract

PBL in teacher education: its effects on achievement and self-regulation

Cited by 12 publications

References 31 publications

When I Believe, I Can: Success STEMs from My Perceptions

When I Believe, I Can: Success STEMs from My Perceptions

Intervention Research in Educational Practice. Alternative Theoretical Frameworks and Application Problems

Knowledge Spillover and Emotional Motivation—A Study on the Willingness and Influencing Factors of Project-Based Learning

Contact Info

Product

Resources

About