Abstract
The purposes of this study were focused on exploring students' learning performances in a hands-on and reflective activity, and exploring the effects of self-regulated learning strategy in hands-on and reflective activity. A quasi-experimental design was employed, and the following conclusions were made: (1) students had difficulties in applying newly learned Mathematics, Science and Technology (MST) concepts in designing and making a product; (2) the self-regulated learning strategy had no significant effect in helping students learn MST concepts, but it did have an important effect and is worthy of further study.
| Original language | English |
|---|---|
| Pages (from-to) | 97-100 |
| Number of pages | 4 |
| Journal | World Transactions on Engineering and Technology Education |
| Volume | 8 |
| Issue number | 1 |
| Publication status | Published - 2010 |
| Externally published | Yes |
ASJC Scopus subject areas
- Education
- General Engineering