11th Grade Students' Self-Regulated Learning in a Mathematics Problem-Based Learning (PBL) Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).

Autor/inn/en	Promsawan, Supatpong; Katwibun, Duanghathai
Institution	Mathematics Education Research Group of Australasia
Titel	11th Grade Students' Self-Regulated Learning in a Mathematics Problem-Based Learning (PBL) Classroom [Konferenzbericht] Paper presented at the Annual Meeting of the Mathematics Education Research Group of Australasia (MERGA) (40th, Melbourne, Victoria, Australia, 2017).
Quelle	(2017), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Problem Based Learning; Teaching Methods; High School Students; Secondary School Mathematics; Grade 11; Secondary School Teachers; Student Attitudes; Self Management; Foreign Countries; Lesson Plans; Self Control; Reflection; Self Evaluation (Individuals); Thailand + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problem-based learning; Problemorientiertes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 11; 11. Schuljahr; Schuljahr 11; Schülerverhalten; Selbstmanagement; Ausland; Lesson planning; Unterrichtsplanung; Selbstbeherrschung
Abstract	We proposed to study self-regulated learning (SRL) of 11th grade students in a PBL classroom (n = 36). The data were collected in November 2016 using Students' Self-Regulation Strategy Inventory (Students' SRSI), Teachers' Self-Regulation Strategy Inventory (Teachers' SRSI), students' interviews forms, students' reflections, and the teachers' notes. Descriptive statistics (percentages, means, and standard deviations) and descriptive analysis were used to analyse the data. We found that in the PBL classroom, the students demonstrated self-regulated learning in three phases -- the forethought phase, the performance phase, and the self-reflection phase -- at high levels. (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01