Abstract

Problem-based learning (PBL) is a student-centered, enabling approach for fostering student’s collaboration, self-directed learning, and critical reasoning skills. This paper discussed the previous literature on how components of problem-based learning (PBL) integrates Cognitive apprenticeship (CA) learning principle, considering Scaffolding could benefit vocational learning in the field of Agriculture. These are elements employed to expose students to real-world problem solving, critical thinking skills as well as effective knowledge transfer through active engagement. Results indicate that undertaking on the role of a more specialist as an instructor can take a dynamic role in the problem-based learning strategy, providing the necessary resources to build learners who could address ill-structured problems to use the application of real-life experience and specialist-level strategies to address the cognitive task. This complex skill that cannot be acquired through the traditional teaching, but rather skills that are acquired through the scaffolding of progressive and more stimulating learning opportunities, through guidance and routine exercise, collaborative, and self-reflection. Solving real-world problems entails active collaboration and exploiting the potentials of technologies available for us, and thus instructors need to be contentedas facilitators of a learning situation that is often a complex and challenging environment. Thus, it is established that the PBL and Scaffolding have the potentials to enhance student's critical thinking skills but with a careful structure of authentic learning situations.

Highlights

  • It is important to identify the best pedagogical methods to trigger student’s engagement and desire to study so as to prepare an innovative set of students than those fostered all the way International Journal of Academic Research in Progressive Education and Development through (Damianakis et al 2019; Ginaya, Nyoman, & Astuti 2020)

  • To assist exploit the possible cognitive improvement of the students, problem-based learning (PBL) could be integrated with an emphasis on teachers training to embark on the Cognitive apprenticeship (CA) learning approach using scaffolding as its major component

  • Though the discussion relating to the application of PBL approaches is still going on, PBL and Scaffolding (PBLS) can be jointly utilized through diverse learning situations to attend to student's needs in the field of Agriculture as vocational education

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Summary

Introduction

It is important to identify the best pedagogical methods to trigger student’s engagement and desire to study so as to prepare an innovative set of students than those fostered all the way International Journal of Academic Research in Progressive Education and Development through (Damianakis et al 2019; Ginaya, Nyoman, & Astuti 2020). Review of Literature PBL is an activity-based learning strategy in which students are allowed to play major roles in the learning through solving an ill-structured problem in effective collaboration with selfdirected learning and activities under the guidance of their instructor as a facilitator It introduces at the commencement of instruction a real-world, real-life problem for students to critically assess, collaborate and deliberate on the information, come to a compromised base on their understanding and build new knowledge to solve the problem in a group (Phungsuk, Viriyavejakul, & Ratanaolarn, 2017; Yew & Goh, 2016). Table Error! No text of specified style in document.. Summaries of studies on the effectiveness of problem-based learning across the world

Remarks study
To examine whether Experimental Students in the PBL Understanding whether
Teaching with PBL ensured students'
Conclusion
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