Abstract
Students’ appropriate conception of a problem situation can support improved problem solving in both self-regulated learning and STEM disciplines and can support the self-understanding which is the principal competency for self-regulated learning. The current study focused on students’ conceptualization of ten problem situations, half being Sequential (SEQ) and half being Non-Sequential (NonSEQ). Student participants conceptualized the problem situations using their own diagrammatic techniques. It was hypothesized that self-regulated learners can successfully conceptualize either problem situation. The results revealed that, while there was no significant difference between conceptualizations whether participants started with SEQ or NonSEQ situations, subsequent conceptualizations were significantly poorer for SEQ versus NonSEQ situations.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Prain, V., Waldrip, B.: An exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. Int. J. Sci. Educ. 28(15), 1843–1866 (2006)
Meter, P.N., Firetto, C.M., Rurns, S.R., Litzinger, T.A., Cameron, C.E., Shaw, C.W.: Improving students’ conceptual reasoning by prompting cognitive operations. J. Eng. Educ. 105(2), 245–277 (2016)
Watson, M.K., Pelkey, J., Noyes, C.R., Rodgers, M.O.: Assessing conceptual knowledge using three concept map scoring methods. J. Eng. Educ. 105(1), 118–146 (2016)
Carney, R.N., Levin, J.R.: Pictorial illustrations still improve students’ learning from text. Educ. Psychol. Rev. 14(1), 5–26 (2002)
Zimmerman, B.J., Schunk, D.H.: Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice. Springer, New York (1989). https://doi.org/10.1007/978-1-4612-3618-4
Boekaerts, M.: Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students. Learn. Instr. 7(2), 161–186 (1997)
Zimmerman, B.J.: Self-regulated learning and academic achievement: an overview. Educ. Psychol. 25(1), 3–17 (1990)
Burnett, P.C., Pillay, H., Dart, B.C.: The influences of conceptions of learning and learner self-concept on high school students’ approaches to learning. Sch. Psychol. Int. 24(1), 54–66 (2003)
Purdie, N., Hattie, J., Douglas, G.: Student conceptions of learning and their use of self-regulated learning strategies: a cross-cultural comparison. J. Educ. Psychol. 88(1), 87–100 (1996)
Martinez-Planell, R., Gonzalez, A.C., DiCristina, G., Acevedo, V.: Students’ conception of infinite series. Educ. Stud. Math. 81, 235–249 (2012)
Alamdarloo, G.H., Moradi, S., Dehshiri, G.R.: The relationship between students’ conceptions of learning and their academic achievement. Psychology 4(1), 44–49 (2013)
Keogh, B., Naylor, S.: Concept cartoons, teaching and learning in science: an evaluation. Int. J. Sci. Educ. 21(4), 431–446 (1999)
Pantziara, M., Philippou, G.: Levels of students’ conception of fractions. Educ. Stud. Math. 79, 66–83 (2012)
Tangworakitthaworn, P., Gilbert, L., Wills, G.: Using conceptualisation of intended learning outcomes as facilitators to support self-regulated learners in indicating learning paths. J. Comput. Assist. Learn. (JCAL) 31(5), 393–404 (2015)
Acknowledgement
This research project is supported by Mahidol University.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer International Publishing AG, part of Springer Nature
About this paper
Cite this paper
Tangworakitthaworn, P., Gilbert, L., Maneerattanasak, U. (2018). A Study of Students’ Conception of Problem Situations: Using Conceptualization in Scenario-Based Learning. In: Hancke, G., Spaniol, M., Osathanunkul, K., Unankard, S., Klamma, R. (eds) Advances in Web-Based Learning – ICWL 2018. ICWL 2018. Lecture Notes in Computer Science(), vol 11007. Springer, Cham. https://doi.org/10.1007/978-3-319-96565-9_5
Download citation
DOI: https://doi.org/10.1007/978-3-319-96565-9_5
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-319-96564-2
Online ISBN: 978-3-319-96565-9
eBook Packages: Computer ScienceComputer Science (R0)