A Curation Activity-Based Self-Regulated Learning Promotion Approach as Scaffolding to Improving Learners’ Performance in STEM Courses

Abstract

Self-regulated learning (SRL) is an important method in STEM courses that can help learners acquire knowledge by discovering, organizing, and integrating materials. However, learners may not perform well without scaffolding, which results in purely participation in tasks without solid knowledge acquisition. To guarantee SRL effectiveness, scaffolding that can support learners’ knowledge discovery, organization and integration is needed when curation is introduced to support high-level cognition in STEM courses focusing on these facets. The researchers analyzed the advantages and procedures of curation and developed a curation tool and a curation activity-based SRL mode. To verify the effects of the proposed tool and mode, 64 Grade 7 students were involved and assigned to the experimental and control groups and learned with specific tasks. The results revealed that the experimental group showed interest in the mode and achieved better learning outcomes. Learners in the experimental group also submitted higher-quality practical work that demonstrated the effectiveness of the mode. Moreover, this approach promoted deep thinking without increasing the learners’ cognitive load. Finally, this study provided an innovative scaffolding tool and mode for SRL that leveraged learners’ knowledge acquisition and task completion. This idea has positive implications for future SRL research.

Exploring the Learning Process and Effectiveness of STEM Education via Learning Behavior Analysis and the Interactive-Constructive- Active-Passive Framework

“…Hsiao et al (2022) show that STEM education is characterized by a student-centered approach which nurtures learners’ problem-solving, collaborative, and creative thinking skills. Compared with the traditional teacher-centered approach, where learners passively receive knowledge from a teacher, in the student-centered STEM method learners combine interdisciplinary knowledge and their personal experience to actively complete the construction of their own knowledge using practice and experiments (Christensen et al, 2015; Wang et al, 2022). These differences make traditional methods, which focus solely on the final learning outcome, increasingly unsuitable for student-centered STEM education.…”

Supporting the Self-Regulated Learning of Primary School Students With a Performance-Based Assessment Platform for Programming Education

“…SRL support helps learners achieve academic success, and its importance is demonstrated by studies that have shown that learners who lack SRL support may not regulate their learning to obtain an adequate level of understanding when studying complex topics (Azevedo & Hadwin, 2005; Shin & Song, 2022; Wang et al, 2022). Various forms of computer-based scaffolding have been proposed, such as prompts, feedback, and integrated support systems.…”