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학술저널
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한국의학교육학회 Korean Journal of Medical Education Korean Journal of Medical Education 제21권 제2호
발행연도
2009.1
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153 - 161 (9page)

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Purpose: Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Selfregulation (SR) is the ability and willingness to effectively use and monitor cognitive strategies. Problem-based learning (PBL) emphasizes meaningful learning through solving ill-structured problems. PBL, as a constructivist learning environment, affects students’ epistemological beliefs (EBs) and self-regulation learning (SRL). The purpose of this study was to investigate the change in EBs and SRL between pre- and post-PBL. Methods: The subjects were 123 third-year medical students who attended Chonnam National University Medical School (CNUMS), Korea. Participants had to fill out a questionnaire concerning epistemological beliefs and self-regulated learning before and after PBL. Results: Students’ EBs about rigid learning was positively changed; however, certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. Students’ SRL related to self-efficacy and self-regulation was significantly improved in PBL. There was no significant change with regard to internal value, cognitive strategy, and anxiety. Conclusion: EBs on certainty of knowledge and speed of knowledge acquisition were negatively changed after PBL. This result may be due to other leaning environments besides PBL i.e., the lecture-based objective learning environment of medical school. It is suggested that partial PBL cannot fully change students' EBs to higher levels. Students’ SR about self-efficacy and self-regulation was significantly improved in PBL. The characteristics of PBL: small-group discussion and co-operative team activity, as well as students-centered learning environments, facilitate self-efficacy, and self-regulation.
#Problem-based learning #Epistemological belief #Self-regulated learning

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참고문헌 신청
Azevedo R / 2006 / Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning / Educ Psychol 40 : 199 ~ 209 google schola Cano F / 2005 / Epistemological beliefs and approaches to learning: their change through secondary school and their influence on academic performance / Br J Educ Psychol 75 google schola Dahl TI / 2005 / Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? / Br J Educ Psychol 75 : 257 ~ 273 google schola De Grave WS / 1996 / Problem-based learning: cognitive and metacognitive process during problem analysis / Instr Sci 24 : 321 ~ 341 google schola Gallagher SA / 1995 / Implementing problem-based learning in science classrooms / Sch Sci Math 95 : 136 ~ 146 google schola

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