Problem-based learning and the development of metacognition

Abstract

This study samples first year undergraduates from two programmes at a Hong Kong University (N = 66). One programme uses an entirely problem-based approach to learning and teaching, whilst the other uses more traditional methods. Using the Learning and Study Strategies Inventory (LASSI) as a measure of student perceptions of their thinking, or metacognition it explores differences in metacognitive development between each group of students between the beginning and end of their first year in each programme. The paper argues that, in addition to the formal learning context, everyday challenges emerging from the additional new social contexts provided by problem-based curricula provide fertile environments for the development of metacognition because whilst the highest 'meta-level' of cognition is usually not implicated when we receive an outside task and when the task solution is known, the meta-level does tend to be consulted when things go wrong or when the situation is new. In other words, when we are faced with finding solutions to a problem whether posed by the teacher as part of a problem-based curriculum or a new social environment, we are more likely to develop generic, as well as subject specific skills.Keywords A-level results Á Comparison of PBL and non-PBL Á LASSI Á Metacognition Á Problem-based learning

Effectiveness of Computer-Based Scaffolding in the Context of Problem-Based Learning for Stem Education: Bayesian Meta-analysis

“…This might be due to the fundamental nature of PBL, with a loosely specified end goal presented to students at the beginning of the unit, and less inherent support built into the model than other models like design-based learning and project-based learning (Belland et al 2017). PBL requires students' higher level of cognition and retention of knowledge (Downing et al 2009); as such, metacognitive and strategic scaffolding might have a larger impact on students' problemsolving in PBL than conceptual scaffolding.…”

“…Moreover, students' own learning strategies are important to help make the complicated PBL procedure more accessible and understandable through enhancing selfdirected learning and lifelong learning skills (Hmelo-Silver 2004;Schoenfeld 1985). Several studies have demonstrated the importance of metacognition and learning strategies to improve students' learning outcomes in problem-based learning (Downing et al 2009;Sungur and Tekkaya 2006). …”

“…This might be due to the fundamental nature of PBL, with a loosely specified end goal presented to students at the beginning of the unit, and less inherent support built into the model than other models like design-based learning and project-based learning (Belland et al 2017). PBL requires students' higher level of cognition and retention of knowledge (Downing et al 2009); as such, metacognitive and strategic scaffolding might have a larger impact on students' problemsolving in PBL than conceptual scaffolding.What this means for scaffolding designers is that, rather than focus on conceptual scaffolding, which is by far the most common (N = 31 outcomes in this meta-analysis) scaffolding type used in the context of PBL, a better approach would be to focus on creating metacognitive and strategic scaffolds. This would entail a shift from using scaffolding to inform students of important things to consider when addressing the problem, to bootstrapping a known effective strategy for addressing the problem, and helping students question their own understanding (Hannafin et al 1999).…”

Informes de reflexión en la docencia de Estructuras mediante aprendizaje basado en problemas

“…En la literatura sobre aprendizaje reflexivo se han propuesto y evaluado múltiples estrategias para la reflexión: diarios o informes de reflexión (Dyment & Oconnell, 2011;Grossman, 2009), entrevistas (Zimmerman & Martinez Pons, 1986), portafolios (Fogerty, 1994, técnicas de aprendizaje cooperativo (Cowan, 2006), tests (Downing et al, 2009), técnicas de thinking aloud (Fogerty, 1994), blogs y wikis (Higdon & Topaz, 2009), o el uso de análisis y simulaciones por ordenador (Cowan, 2006).…”

Examination of issues affecting the teaching and learning of large cohorts within practical-based subjects

“…The second, the amount of learner effort and educational reward. Other authors (Downing et al, 2007;Greasley & Ashworth, 2007;Downing et al 2009) have acknowledged that one factor that influences learning is the educator, Cannon & Newble (2000) summarised this as a "two-way bargain" it is the lecturer's responsibility to create a stimulating environment to promote interaction and a learner's responsibility to actively engage. The current HE climate promotes lifelong learning and widening participation, resulting in a diverse learner population.…”