Prompting Socially Shared Regulation of Learning and Creativity in Solving STEM Problems

Abstract

Problem-based learning (PBL) is a widely recommended method in science, technology, engineering, and mathematics (STEM) education through which students develop their scientific knowledge by collaboratively solving real-world problems. PBL benefits from both the activation of creative thinking and from socially shared regulation of learning (SSRL)-a group-level phenomenon whereby students collectively share common perceptions of their collaborative learning process and co-construction of knowledge. The current study examines the influence of three types of support (question prompts designed to promote SSRL, creative thinking, or a combination of both) on the participation of individuals in SSRL processes and on their knowledge acquisition, using a sample of 104 seventh-graders in accelerated science classes. Individuals' participation through the different stages of SSRL (forethought, performance, and reflection) was assessed using video recordings, and their scientific knowledge was measured through pre-and post-intervention knowledge tests. While all groups improved their scientific knowledge, individuals receiving only SSRL support improved their participation in most stages of SSRL compared with those receiving creativity or combined support, and a control group which received no support. The findings strengthen the case for SSRL-directed question prompts as a means to enhance student engagement in problem-solving tasks.

Creative Teaching STEM Module: High School Students’ Perception

“…Marcelo et al (2021) stated that creativity and collaboration were important skills to revolutionise education. A previous study proved that collaborative problem solving based on STEM could increase opportunities to spark students' creativity (Michalsky & Cohen, 2021), conferring many benefits, such as making students more responsible towards themselves and their peers (Pinasa & Srisook, 2019). Another study related to the engineering field discovered that creativity was a necessity in engineering design instead of an accessory (Carlos et al, 2019;Purwadi, 2021;Sasangbong & Huntula, 2022).…”

A Bibliometric Analysis of the Landscape of Problem-Based Learning Research (1981–2021)

“…PBL was most used in the first 2 years of medical courses, replacing traditional teaching methods in anatomy, pharmacology, and physiology ( Devine et al, 2020 ). Today, PBL has been widely used in business, dentistry, health sciences, law, engineering, education ( Huth et al, 2021 ; Kühner et al, 2021 ; Michalsky and Cohen, 2021 ).…”

Establishment of Flipped Chinese Course Based on Socially Shared Learning Regulations in Chinese Normal University Students

“…The need for social shared regulation interventions is even greater in higher education because there are more opportunities for group work. The type of task and the degree of coordination of shared activities are crucial (Barron, 2000) if we want to enable social shared regulation to occur, and the type of task that teachers design during classroom instruction can have a significant impact on students' shared social regulation (Panadero & Jä rvelä , 2015) because having social shared regulation-oriented questions can increase students' engagement (Michalsky & Cohen, 2021). However, apart from the work of a few scholars, not much research has been conducted to explore the significant effects of other contexts or task situations on SRL (Panadero, 2017).…”