Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning.
- Author:
Jung Ae RHEE
1
;
Eun Kyung CHUNG
;
Sun A OH
;
Yung Hong BAIK
;
Young Jong WOO
Author Information
1. Department of Preventive Medicine, Chonnam National University Medical School, Gwangju, Korea.
- Publication Type:Original Article
- Keywords:
Problem-based learning;
Epistemological belief;
Self-regulated learning
- MeSH:
Anxiety;
Humans;
Korea;
Learning;
Organothiophosphorus Compounds;
Problem-Based Learning;
Schools, Medical;
Students, Medical;
Surveys and Questionnaires
- From:Korean Journal of Medical Education
2009;21(2):153-161
- CountryRepublic of Korea
- Language:Korean
-
Abstract:
PURPOSE: Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Self-regulation (SR) is the ability and willingness to effectively use and monitor cognitive strategies. Problem-based learning (PBL) emphasizes meaningful learning through solving ill-structured problems. PBL, as a constructivist learning environment, affects students' epistemological beliefs (EBs) and self-regulation learning (SRL). The purpose of this study was to investigate the change in EBs and SRL between pre- and post-PBL. METHODS: The subjects were 123 third-year medical students who attended Chonnam National University Medical School (CNUMS), Korea. Participants had to fill out a questionnaire concerning epistemological beliefs and self-regulated learning before and after PBL. RESULTS: Students' EBs about rigid learning was positively changed; however, certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. Students' SRL related to self-efficacy and self-regulation was significantly improved in PBL. There was no significant change with regard to internal value, cognitive strategy, and anxiety. CONCLUSION: EBs on certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. This result may be due to other leaning environments besides PBL i.e., the lecture-based objective learning environment of medical school. It is suggested that partial PBL cannot fully change students' EBs to higher levels. Students' SR about self-efficacy and self-regulation was significantly improved in PBL. The characteristics of PBL: small-group discussion and co-operative team activity, as well as students-centered learning environments, facilitate self-efficacy, and self-regulation.
