Self-regulation and autonomy in problem- and project-based learning environments

Abstract

Investigations of the relationships between contexts in which learning occurs and students' behaviours, cognitions and motivations may further our understanding of how instruction is related to students' development as self-regulated learners. In this study, student self-regulated learning strategies in problembased learning and project-based learning environments were examined to determine whether student selfregulation outcomes differed depending on the instructional design. Quantitative results showed that student motivations and behaviours were not statistically different in the two settings. Differences in cognitions associated with self-regulated learning were, however, observed in the two settings, with students in the project-based environments reporting higher levels of elaboration, critical thinking and metacognition. In addition, students in the project-based courses reported higher perceived autonomy support, or the degree to which they perceived their instructors provided them with supportive opportunities to act and think independently compared to students in the problem-based courses. These findings indicate that different non-traditional student-centred learning environments may support different outcomes related to selfregulated learning.

Metacognição em Grupos de Problem-based Learning (PBL)

“…A metacognição possibilita desenhar o perfil de um aprendiz mais eficiente, que teria a habilidade de relacionar novas informações às já existentes, de selecionar as estratégias com maiores chances de sucesso, de planejar, monitorar e saber avaliar seus empreendimentos cognitivos NELSON;NARENS, 1994;JOU;SPERB, 2006;KIM;et. al, 2013).…”

STEMChoice: An Examination of Program Evaluation Data in a STEM-Centered, Inquiry-Based Program

“…9 The positive effects of PBL in relation to STEM education have been well-documented in that its use in the classroom has contributed to greater student comprehension and application of concepts than other traditional pedagogical approaches. 10 Students have exhibited higher levels of elaboration, critical thinking and metacognition 11 . Exposure in a PBL classroom has even contributed to changes in student attitudes towards STEM to the point of recognizing its importance.…”

Examining the Integration and Motivational Impact of Hands on Made4Me: Hands-on Machining, Analysis and Design Experiences for Mechanical Engineers

“…It is well established that motivations are important to consider in learning, as motivations are linked in powerful ways to a wide range of desirable outcomes such as cognitive strategy use, self-regulation, creativity, and academic performance [8][9][10][11][12][13] . According to Deci and Ryan's selfdetermination theory (SDT), motivational responses may be described along a continuum that ranges from internal to external, or autonomous to controlled, motivations 14 .…”