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

Tova Michalsky,Avigail Cohen

doi:10.3389/fpsyg.2021.722535

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.

Highlights

To cope with rapid developments in the information and technology age, individuals need to adapt to innovation
An integrative framework for the teaching of STEM subjects emphasizes the value of problem-based learning (PBL), a pedagogical approach through which students develop their scientific knowledge by collaboratively solving ill-structured problems—i.e., Solving STEM Problems open-ended problems allowing for multiple solutions and problem-solving paths (Kitchner, 1983; OECD, 2013; Hathcock et al, 2015; Häkkinen et al, 2017)
The findings of the current study likewise point to the benefits of receiving support for socially shared regulation of learning (SSRL) on the level of participation while engaging in collaborative problem-solving tasks

Summary

Introduction

To cope with rapid developments in the information and technology age, individuals need to adapt to innovation. Traditional teaching is not necessarily equipped to develop 21st-century skills (Nilsson and Gro, 2015), in the teaching of science, technology, engineering, and mathematics (STEM) subjects (National Research Council, 2012a, 2015). This matters, because STEM education is key to helping students face the challenges of the 21st century and prepare them to become productive workers (Wan Nor Fadzilah et al, 2016). School standards which promote PBL include the U.S Framework for K−12 Science Education (National Research Council, 2012a) and the Generation Science Standards (National Science Standards Education, 2013), among others

Methods

Results

Conclusion