Self-Regulation and Teacher Feedback in Problem-Based Learning on the Water Hardness
Bibliographic Data
| ID | 22041816 |
|---|---|
| Authors | Marlyse Baptista (0000-0003-1609-5764, University of Lisbon, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 309 |
| Publication date | 2025-03-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030309 |
| OpenAlex | W4408114239 |
| Language | EN |
| Citations received | 2 |
| References cited | 22 |
Problem-Based Learning has been recognized as a fundamental approach in Science Education. Studies show that the success of this approach depends on students’ ability to self-regulate their learning and on teacher feedback. However, research on how these aspects interact in formal science teaching contexts remains limited. This study aims to address this gap by investigating two questions: (1) What self-regulation strategies are used by different student groups when solving a problem related to water hardness? (2) How do different types of teacher feedback influence students’ problem-solving processes? The study involved 27 students and their Physics and Chemistry teacher. Students participated in an activity that required solving a problem related to water hardness. Data were collected through audio recordings, and the content of the transcriptions was analyzed. The results showed connections between self-regulation strategies and teacher feedback during the problem-solving process. Groups with high participation employed diverse self-regulation strategies, successfully solved the problem, and received varied teacher feedback. The group with the lowest participation received the least feedback from the teacher. Future research should focus on examining how different types of teachers’ feedback during specific interventions for less-participative groups influence the development of their self-regulation strategies
Cognitive psychology · Mathematics education · Computer Science · Education and Critical Thinking Development · Educational Games and Gamification · Innovative Teaching and Learning Methods · Psychology
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Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level
Problem-Based Learning
Learning to Think Mathematically
Facilitating Collaborative Knowledge Building
Scaffolding in Teacher–Student Interaction
The Role of Goal Orientation in Self-Regulated Learning
Problem-Based Learning in Türkiye
Empowering student self‐regulated learning and science education through ChatGPT
Becoming a Self-Regulated Learner
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2026 (2) |
| Highly cited | No |