2017年9月
Exploring socially shared regulation of learning during creative problem-solving
京都教育大学紀要
- ,
- 巻
- 131
- 号
- 131
- 開始ページ
- 61
- 終了ページ
- 68
- 記述言語
- 英語
- 掲載種別
- 研究論文(大学,研究機関等紀要)
- 出版者・発行元
- 京都教育大学
The purpose of this study was to clarify how the extent to which each person in the dyad evaluated themselves as a learner using socially shared regulation strategies was related to the creative problem-solving situation. Undergraduate and graduate students solved a puzzle collaboratively. The puzzle was stimulating to them but demanded creative thinking. Differences in the frequency of utterances related to socially shared regulation of learning (SSRL) at macro and micro levels in detail were analyzed and significant differences were observed. Especially, the results suggested that the "performance control" phase at the macro level can play a key role in SSRL. These results are discussed in terms of self-regulated learning theory and higher education practice.
- リンク情報
- ID情報
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- ISSN : 2187-3011
- CiNii Articles ID : 120006366154
- CiNii Books ID : AA11735241