A study of students’ conception of problem situations: Using conceptualization in scenario-based learning
A study of students’ conception of problem situations: Using conceptualization in scenario-based learning
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.
Conception, Conceptual reasoning, Conceptualization, Self-regulated learning, STEM, Technology-enhanced learning
47-53
Tangworakitthaworn, Preecha
dca8324b-33c7-41ba-a115-3f11cb6b2b8b
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
Maneerattanasak, Urairat
236e87d9-a224-4e4d-a917-dab8c0c944aa
July 2018
Tangworakitthaworn, Preecha
dca8324b-33c7-41ba-a115-3f11cb6b2b8b
Gilbert, Lester
a593729a-9941-4b0a-bb10-1be61673b741
Maneerattanasak, Urairat
236e87d9-a224-4e4d-a917-dab8c0c944aa
Tangworakitthaworn, Preecha, Gilbert, Lester and Maneerattanasak, Urairat
(2018)
A study of students’ conception of problem situations: Using conceptualization in scenario-based learning.
Hanke, G, Spaniol, M, Osathanunkul, K, Unankard, S and Klamma, R
(eds.)
In Advances in Web-Based Learning – ICWL 2018.
vol. 11007,
Springer.
.
(doi:10.1007/978-3-319-96565-9_5).
Record type:
Conference or Workshop Item
(Paper)
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.
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More information
Accepted/In Press date: 11 May 2018
e-pub ahead of print date: 13 July 2018
Published date: July 2018
Venue - Dates:
17th International Conference on Web-based Learning, ICWL 2018, , Chiang Mai, Thailand, 2018-08-22 - 2018-08-24
Keywords:
Conception, Conceptual reasoning, Conceptualization, Self-regulated learning, STEM, Technology-enhanced learning
Identifiers
Local EPrints ID: 424191
URI: http://eprints.soton.ac.uk/id/eprint/424191
ISSN: 0302-9743
PURE UUID: 40883f1e-debf-45ae-aeb7-ac12a09f6e0d
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Date deposited: 05 Oct 2018 11:34
Last modified: 05 Jun 2024 17:59
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Contributors
Author:
Preecha Tangworakitthaworn
Author:
Lester Gilbert
Author:
Urairat Maneerattanasak
Editor:
G Hanke
Editor:
M Spaniol
Editor:
K Osathanunkul
Editor:
S Unankard
Editor:
R Klamma
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