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KMID : 0381520090210020153
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Korean Journal of Medical Education
2009 Volume.21 No. 2 p.153 ~ p.161
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Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning
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Rhee Jung-Ae
Chung Eun-Kyung
Oh Sun-A
Baik Yung-Hong
Woo Young-Jong
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Abstract
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Purpose: Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Self-regulation (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.
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KEYWORD
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Problem-based learning, Epistemological belief, Self-regulated learning
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