摘要：Purpose:Epistemological beliefs (EBs) are fundamental assumptions about the nature of knowledge and learning. Selfregulation (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.
