High school students’ agentic responses to modeling during problem-based learning
Bibliographic Data
| ID | 21348396 |
|---|---|
| Authors | Brian R Belland (0000-0002-8925-9152, Department of Educational Psychology, Counseling and Special Education, The Pennsylvania State University, University Park, PA, USA, corresponding author), D Mark Weiss (CM Harbor, LLC), Nam Ju Kim (0000-0001-6288-3732, Department of Teaching and Learning, the University of Miami, Coral Gables, FL, USA) |
| Year | 2020 |
| Volume | 113 |
| Issue | 5 |
| Pages | 374-383 |
| Publication date | 2020-08-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 0022-0671 • E-ISSN: 1940-0675 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00220671.2020.1838407 |
| OpenAlex | W3096285241 |
| Language | EN |
| Citations received | 4 |
| References cited | 44 |
Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the agentic perspective of Bandura’s social cognitive theory to examine how students’ choices illuminate their priorities, values and perspectives with respect to PBL inquiry. Results indicate that when seeking evidence to support claims in a PBL setting, given the choice between teacher-provided resources and their own research, students choose teacher-provided resources. This supports Barrows’ original assertion about PBL that students are more likely to develop important skills like information literacy, self-directed learning, and problem solving when instructors refrain from providing domain specific knowledge prior to PBL activities
Argumentation theory · Assertion · Cognition · Information literacy · Mathematics education · Pedagogy · Perspective (graphical) · Problem-based learning · Computer Science · Innovative Teaching and Learning Methods · Online and Blended Learning · Problem and Project Based Learning · Psychology
Scaffolding Complex Learning
Social presence in relation to students' satisfaction and learning in the online environment
Scaffolding and Achievement in Problem-Based and Inquiry Learning
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education
Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts
Deep and surface learning in problem-based learning
Facilitating Collaborative Knowledge Building
Scaffolding in Teacher–Student Interaction
Effects of Problem-Based Learning
The Role of Tutoring in Problem Solving
Three Approaches to Case Study Methods in Education
Promoting teacher scaffolding in small-group work
The Case Study Method in Social Inquiry
| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |