| Home | E-Submission | Sitemap | Contact us
top_img
Korean J Med Educ > Volume 21(2); 2009 > Article
Korean Journal of Medical Education 2009;21(2): 153-161. doi: https://doi.org/10.3946/kjme.2009.21.2.153
문제중심학습 시행 전후의 인식론적 신념과 자기규제학습의 변화
이정애1, 정은경2, 오선아3, 백영홍2, 우영종2
1전남대학교 의과대학 예방의학교실
2전남대학교 의과대학 의학교육학교실
3전남대학교 의생명인력사업단
Changes of Epistemological Beliefs and Self-regulated Learning in Problem-based Learning
Jung Ae Rhee1, Eun Kyung Chung2, Sun A Oh3, Yung Hong Baik2, Young Jong Woo2
1Department of Preventive Medicine, Chonnam National University Medical School, Gwangju, Korea.
2Department of Medical Education, Chonnam National University Medical School, Gwangju, Korea.
3The Brain Korea 21 Project, Center for Biomedical Resourcesat Chonnam National University, Gwangju, Korea.
Corresponding Author: Sun A Oh ,Tel: 062-220-4175, Fax: 062-220-236-3653, Email: ohsuna@chonnam.ac.kr
Received: October 16, 2008;  Accepted: February 18, 2009.
ABSTRACT
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.
Keywords: Problem-based learning;Epistemological belief;Self-regulated learning
Editorial Office
The Korean Society of Medical Education
(204 Yenji-Dreamvile) 10 Daehak-ro, 1-gil, Jongno-gu, Seoul 03129, Korea
Tel: +82-2-2286-1180   Fax: +82-2-928-1647
E-mail : kjme_office@daum.net
About |  Browse Articles |  Current Issue |  For Authors and Reviewers
Copyright © 2017 by Korean Journal of Medical Education. All rights reserved.                 powerd by m2community