Effects of Problem-Based Learning and Traditional Instruction on Self-Regulated Learning

By S. Sungur, C. Tekkaya. 2006

191 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e4c6d15cb87a4cf78e123134f62b7bf5d68e1c3a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Joshua Magda
2. A. Corebima
3. Remy M. J. P. Rikers
4. Arsad Bahri
5. Sofie M. M. Loyens
6. D. Schunk

In Education

1. Joshua Magda
2. Remy M. J. P. Rikers
3. Sofie M. M. Loyens
4. D. Schunk

Citations in the corpus

• THE CONTRIBUTION OF LEARNING MOTIVATION AND METACOGNITIVE SKILL ON COGNITIVE LEARNING OUTCOME OF STUDENTS WITHIN DIFFERENT LEARNING STRATEGIES (2015, background): “Regarding the metacognitive skill empowerment, Sungur & Tekkaya (2006), Paidi (2008), Danial (2010), and Muhiddin (2012) reported that PBL strategy was able to activate students’ metacognitive skill.”
• Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning (2008, background): “Some studies gave evidence that PBL fosters SDL (Blumberg 2000; Hmelo and Lin 2000; Kivela and Kivela 2005) and SRL (Sungur and Tekkaya 2006).”