{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,12]],"date-time":"2026-02-12T08:47:30Z","timestamp":1770886050817,"version":"3.50.1"},"reference-count":49,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2025,3,2]],"date-time":"2025-03-02T00:00:00Z","timestamp":1740873600000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"National Funds through FCT-Portuguese Foundation for Science and Technology, I.P.","award":["UIDB\/04107\/2020"],"award-info":[{"award-number":["UIDB\/04107\/2020"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Education Sciences"],"abstract":"<jats:p>Problem-Based Learning has been recognized as a fundamental approach in Science Education. Studies show that the success of this approach depends on students\u2019 ability to self-regulate their learning and on teacher feedback. However, research on how these aspects interact in formal science teaching contexts remains limited. This study aims to address this gap by investigating two questions: (1) What self-regulation strategies are used by different student groups when solving a problem related to water hardness? (2) How do different types of teacher feedback influence students\u2019 problem-solving processes? The study involved 27 students and their Physics and Chemistry teacher. Students participated in an activity that required solving a problem related to water hardness. Data were collected through audio recordings, and the content of the transcriptions was analyzed. The results showed connections between self-regulation strategies and teacher feedback during the problem-solving process. Groups with high participation employed diverse self-regulation strategies, successfully solved the problem, and received varied teacher feedback. The group with the lowest participation received the least feedback from the teacher. Future research should focus on examining how different types of teachers\u2019 feedback during specific interventions for less-participative groups influence the development of their self-regulation strategies.<\/jats:p>","DOI":"10.3390\/educsci15030309","type":"journal-article","created":{"date-parts":[[2025,3,3]],"date-time":"2025-03-03T07:37:17Z","timestamp":1740987437000},"page":"309","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":3,"title":["Self-Regulation and Teacher Feedback in Problem-Based Learning on the Water Hardness"],"prefix":"10.3390","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-1609-5764","authenticated-orcid":false,"given":"M\u00f3nica","family":"Baptista","sequence":"first","affiliation":[{"name":"UIDEF, Instituto de Educa\u00e7\u00e3o, Universidade de Lisboa, 1649-013 Lisboa, Portugal"}]}],"member":"1968","published-online":{"date-parts":[[2025,3,2]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","unstructured":"Akcay, B., and Benek, \u0130. 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