UČINAK UČENJA RJEŠENJEM PROBLEMA NA SAMOREGULIRANO UČENJE: PREGLED LITERATURE

The purpose of this paper is threefold. Firstly, self-regulated learning is described from the social cognitive perspective and why self-regulated learning should be targeted in schools is discussed. Secondly, problem-based learning is proposed to facilitate self-regulated learning. Literature on the effects of problem-based learning on students’ self-regulated learning in K-12 science classes is reviewed. An empirical base for how particular aspects of problem-based learning can improve students’ self-regulated learning is provided. Finally, based on the reviewed literature, limitations in the specified research area are addressed and some recommendations for further research are offered.Cilj ovog rada je trostruk. Prvo, samoregulirano učenje se opisuje iz društveno-kognitivne perspektive i raspravlja se o tome zašto treba težiti samoreguliranom učenju u školama. Drugo, pretpostavlja se da učenje rješenjem problema olakšava samoregulirano učenje. Navodi se pregled literature o učincima učenja rješenjem problema na samoregulirano učenje u nastavi K-12 znanstvenih sadržaja. Pružena je empirijska osnova za istraživanje razine do koje određeni aspekti učenja rješenjem problema unaprjeđuju samoregulirano učenje. Konačno, na temelju pregledane literature, navedena su ograničenja u tom specifičnom istraživačkom području te ponuđene neke preporuke za daljnja istraživanja