Development and Validation of the Uncertainty Management in Problem-Based Learning Scale in Postsecondary STEM Education

• In Event: The Role of Emotion and Gesture in Science Learning Environments

Abstract

In problem-based learning (PBL), individual differences in students’ use of metacognition and self-regulation skills exist and calls for extensive research in postsecondary STEM education. This study focuses on students’ uncertainty management in PBL. A scale of the uncertainty management in PBL (UM-PBL) was developed. Exploratory factor analysis was conducted and showed that the UM-PBL has substantial reliability and a total of 14 items across three constructs of a) perception of uncertainty in learning to solve problems, b) self-efficacy in and c) strategy for uncertainty management. Gender differences in the first two constructs were found, confirming its known-group validation. Students’ problem-solving scores were positively correlated with scores of the first two constructs, suggesting its predictability of its relationship with academic performance.

Authors

• Jongchan Park, Arizona State University
  Presenting Author

• Yuli Deng
  Non-Presenting Author

• Garima Agrawal
  Non-Presenting Author

• Ratrapee Inging Techawitthayachinda, Arizona State University
  Non-Presenting Author

• Ying-Chih Chen, Arizona State University
  Non-Presenting Author

• Dijiang Huang, Arizona State University
  Non-Presenting Author

• Huan Liu, Arizona State University
  Non-Presenting Author