Abstract

Strong information literacy, collaboration, and argumentation skills are essential to success in problem-based learning (PBL), and computer-based scaffolding plays a key role in helping students enhance these skills. As students search for information, identify root causes, and propose problem solutions, they are faced with choosing among alternatives that result in enhanced or diminished skill development. In this qualitative study, we use the agentic perspective of Bandura’s social cognitive theory to examine how students’ choices illuminate their priorities, values and perspectives with respect to PBL inquiry. Results indicate that when seeking evidence to support claims in a PBL setting, given the choice between teacher-provided resources and their own research, students choose teacher-provided resources. This supports Barrows’ original assertion about PBL that students are more likely to develop important skills like information literacy, self-directed learning, and problem solving when instructors refrain from providing domain specific knowledge prior to PBL activities.

摘要

强大的信息素养，协作和辩论能力对于基于问题的学习（PBL）的成功至关重要，而基于计算机的脚手架在帮助学生提高这些技能方面发挥着关键作用。当学生搜索信息，找出根本原因并提出问题解决方案时，他们面临着选择其他选择的选择，这些选择会导致技能发展得到增强或减弱。在这项定性研究中，我们使用班杜拉社会认知理论的主体视角来研究学生的选择如何阐明他们关于PBL探究的优先级，价值观和观点。结果表明，在PBL环境中寻求证据支持主张时，考虑到教师提供的资源和他们自己的研究之间的选择，学生会选择教师提供的资源。