High School Students' Agentic Responses to Modeling during Problem-Based Learning

Autor/inn/en	Belland, Brian R.; Weiss, D. Mark; Kim, Nam Ju
Titel	High School Students' Agentic Responses to Modeling during Problem-Based Learning
Quelle	In: Journal of Educational Research, 113 (2020) 5, S.374-383 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Belland, Brian R.) ORCID (Kim, Nam Ju)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2020.1838407
Schlagwörter	High School Students; Modeling (Psychology); Problem Based Learning; Inquiry; Information Literacy; Computer Assisted Instruction; Scaffolding (Teaching Technique); Persuasive Discourse; Soil Science; Self Management; Environmental Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Modeling; Modelling; Modellierung; Problem-based learning; Problemorientiertes Lernen; Informationskompetenz; Computer based training; Computerunterstützter Unterricht; Persuasion; Persuasive Kommunikation; Bodenkunde; Selbstmanagement; Umweltbildung; Umwelterziehung; Umweltpädagogik
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01