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In recent decades, the topic of "self-regulation processes" has been one of the
most researched areas in the field of psychology, seeing substantial growth since
the 1990s (Post, Boyer & Brett, 2006).Self-regulation lies at the core of successful
and lifelong learning. Self-regulated learners tend to be active, reflective and
productive in their own thinking and learning (Zimmerman and Kitsantas, 1996). They
think critically, use problem solving strategies and memory techniques when appropriate.From
a strictly psychological perspective, self-regulation has been defined as the process
by which a person generates thoughts, feelings and actions which are systematically
oriented toward achieving one's goals (Bembenutty&Karabenick, 2004; Zimmerman, 2002).
Self-regulation skills may influence students’ abilities to solve problems (Swanson,
1990). Self-regulation is the controlling of a process or activity by the students
who are involved in it rather than by an external agency (Johnson et.al, 2009).
In Problem based learning, students become responsible for their own learning, which
necessitates reflective, critical thinking about what is being learned (Hmelo-Silver,
2004).
The interactive multimedia technology and self-regulation not only enable the students
to review their thought processes but also to get them exposed of modern techniques
and hence students may be helped regulate their thinking processes and enhance their
problem solving in science. Problem solving has been identified as an important
aspect of student learning in science and technology and in the development of scientific
literacy (National Research Council, 1996).
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