Application Of Problem-based Learning Research Articles

Effects of problem-based learning in paediatric education in China: a meta-analysis.

To evaluate the efficiency of Problem-Based Learning (PBL) in paediatric education. The research articles on the application of PBL to Chinese paediatric education published in from 1989 to 2014 in the Cochrane library, PubMed/MEDLINE, EBSCO (Elton B. Stephens Company Database), OVID (Ovid Technologies Database), Web of Science, CNKI (China National Knowledge Infrastructure Database), VIP (Wei Pu Database), WF (WanFang Database) and other databases were retrieved by two independent evaluators according to the inclusion and exclusion criteria. The heterogeneity of the retrieved data was analysed and a meta-analysis was performed using the RevMan 5.3 software. The articles were initially retrieved, and 11 randomized controlled trials (RCTs) were included for the meta-analysis. The PBL group was significantly superior to the Lecture-Based Learning (LBL) group for the paediatrics theoretical test score, case analysis score and overall student satisfaction, and the differences were statistically significant (P < 0.05). PBL is superior to LBL method for Chinese paediatric education.

Use of problem-based learning in the teaching and learning of horticultural production

ABSTRACTPurpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a 4-week catering event and (2) to produce seedlings for a grower. Data collected were analyzed by the concurrent method and presented as case studies. Findings: Students developed positive attitudes through active engagement. Their presentations and reports demonstrated leadership roles, critical thinking and conflict management. Practical professional, social and affective skills were developed through production of 5 kg baby greens, and 2500 vegetable seedlings. Successes and limitations were identified. Theoretical Implication: The quality of the PBL problem is critical for the stimulation and elaboration of prior knowledge, development of epistemic curiosity and the relevant semantic framework. These are motivators that inspire effective learning. Practical Implication: Cognitive and emotional intelligence skills are realized by trusting the PBL process, identifying enhancers and inhibitors. Enhancement of creativity, social and employability skills manifest through challenges that help to develop for the ‘whole’. Originality/Value: In the horticulture industry, stakeholders interact with each other and the agro-ecological system. Consequently, competencies in production and emotional intelligence are invaluable.

Effects of Problem-Based Learning on Attitude: A Meta-analysis Study

Background:To date, researchers have frequently investigated students’ attitudes toward courses supported by problem-based learning. Thus, there are several studies with different results in the literature. Therefore, a clear conclusion about the subject cannot be obtained. As a result, it is necessary to combine and interpret the findings of these studies through a meta-analysis method.Material and methods:The meta-analysis method aims to combine different results of similar and independent studies through statistical techniques. Research findings of 47 studies that meet the criteria for meta-analysis are included in the meta-analysis of the study to determine the effects of problem-based learning on students’ attitudes as compared to traditional teaching.Results:As a result of the analysis, it has been found that problem-based learning has a positive effect on students’ attitudes; however, the effect size is low (g = 0.44). Some mediator variables are as follows: the status of a study, application time, education levels, scientific field of application, and sample size.Conclusions:Consequently, problem-based learning is effective in helping students gain a positive attitude toward courses. In addition, mediator variables do not affect students’ attitudes toward courses in problem-based learning applications.

Pembelajaran Berbasis Masalah untuk Belajar Bahasa Indonesia di SMA Muhammadiyah Ternate

Selama ini pembelajaran bahasa Indonesia di kelas XII IPS SMA Muhammadiyah Ternate belum menerapkan pembelajaran konstruktivisme dan pembelajaran kontekstual. Oleh karena itu, masih sering ditemukan beberapa fakta dalam kegiatan pembelajaran: (1) siswa berbicara sendiri, (2) sebagian siswa bingung menangkap instruksi guru, (3) beberapa siswa tidak berani bertanya, (4) sedikit terjadi interaksi antarsiswa, dan (5) bahkan siswa jenuh dan bosan terhadap pelajaran bahasa Indonesia. Penelitian ini bertujuan mengetahui efektivitas belajar bahasa Indonesia siswa kelas XII IPS SMA Muhammadiyah Ternate melalui penerapan pembelajaran berbasis masalah. Penelitian ini menggunakan pendekatan kualitatif. Jenis penelitian ini adalah penelitian tindakan kelas. Hasil penelitian menunjukkan bahwa penerapan pembelajaran berbasis masalah dapat meningkatkan hasil belajar siswa kelas XII IPS SMA Muhammadiyah Ternate yang ditunjukkan oleh kemampuan siswa mengungkapkan pendapat dalam bentuk kritik dan esai

문제중심학습(Problem-Based Learning)을 활용한 학교사회복지론 교과목 운영에 관한 연구

문제중심학습(Problem-Based Learning)을 활용한 학교사회복지론 교과목 운영에 관한 연구

A model-driven PBL application to support the authoring, delivery, and execution of PBL processes.

As problem-based learning (PBL) is becoming more and more popular, there is also a growing interest in developing and using technologies in the implementation of PBL. However, teachers may have difficulties to design and deliver a pedagogically well-designed and technically smoothly executable online or blended PBL process on their own because they lack appropriate expertise in learning theories and design methods as well as a deeper understanding of the potential affordances of the available technologies. From this premise, we are committed to developing and testing methods and tools to support the design and delivery of online or hybrid PBL processes with high flexibility and a low threshold of usage requirements. This paper presents a technical approach to develop a web-based PBL application that supports both authoring and run-time usage. In comparison with other tools and technical approaches, it is concluded that a combined use of a model-driven approach and semi-structured data management appears to be a promising approach to effectively and efficiently support the authoring, delivering, and execution of design-time and run-time PBL processes.

The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons

&lt;p class="apa"&gt;Problem-based learning (PBL) provides an appealing framework for teaching and learning not only within the subject of geography but also across other disciplines. It promotes a healthy environment for active learning with its diverse sets of activities, helping students carry out investigative inquiry in the learning processes. This study examines the potential benefits of adopting a PBL approach in teaching and learning in secondary geography classrooms. It takes into account the inputs needed from both teacher and students in determining the success of the approach implementation. The study shows how, through careful planning and preparation, PBL activities can effectively enhance students’ engagements and improve their grasp of geographical content knowledge. However, the teacher’s shortcomings in performing the role of facilitator did highlight a limitation for the research, which hindered the success of the implementation. Future research should continue to actively examine experiences from teachers in PBL applications, discussing the circumstances to identify the conditions necessary for successful implementation of PBL within a variety of contexts.&lt;/p&gt;

Application of problem-based learning in elementary mathematics

In contemporary teaching the focus is moving from mere obtaining of knowledge towards the process of knowledge acquisition, and one of the basic tasks of contemporary schools is to prepare the students for independent learning and development of their creative thinking. Problem-based learning, being a type of learning where a student is presented with a problem which can be solved with reorganization of already existing knowledge, enables the achievement of these goals to a great extent. This paper presents the results of a research whose goal was to examine the opinions and attitudes of teachers on frequency and importance of problem-based learning application, and on all the ways the problem-based learning can be organized in mathematics classes, as well as to analyze the opinions and experiences of students with mathematics taught by application of problem-based learning. 67 teachers and 94 third grade students of different primary schools in Vranje have been surveyed. The results show that both teachers and students have positive opinion on the application of problem-based learning in mathematics. The teachers are familiar with the importance and advantages of problem-based learning application, but are not familiar enough with the basic didactic-methodical demands which have to be followed during planning, organization and realization of this type of teaching. The classes organized in this manner have been found rather interesting by the students, and majority of them would like to experience these kind of classes more often, not only when it comes to mathematics but also the other subjects. They also believe that the acquisition of knowledge in this way requires maximal activity and that the acquired knowledge is superior in quality.

The Comprehensive Application of Problem-Based Learning and Case Learning in General Chemistry Teaching:Chemical Principles in Warmer Pad

The Comprehensive Application of Problem-Based Learning and Case Learning in General Chemistry Teaching:Chemical Principles in Warmer Pad

In-service Training Needs of Agriculture Teachers for Preparing Them to Be Effective in the 21st Century

The purpose of this descriptive survey research study conducted with agriculture teachers in North Carolina was to determine their in-service training needs in order to be effective for preparing students with the 21st century skills necessary for students to be successful. This study reaffirms the need for continuation of leadership education as an important skill and integration of reading, writing, and math concepts into all agricultural education curricula for preparing students to be successful in the 21st century. The role of agriculture in global food security; application of problem-based learning; planning and delivering lessons to utilize higher order thinking skills; teaching leadership skills; and development of teamwork and student collaboration were identified as the five most important in-service training needs for preparing agriculture teachers to be effective educators. Findings of this study are limited to North Carolina agriculture teachers. This limitation of applying findings for other states should be addressed by conducting a study with a diverse sample of agriculture teachers across the nation.

Using Problem-Based Learning in a Chemistry Practical Class for Pharmacy Students and Engaging Them with Feedback

To introduce a new approach to problem-based learning (PBL) used in a medicinal chemistry practical class for pharmacy students. The chemistry practical class was based on independent studies by small groups of undergraduate students (4-5), who designed their own practical work, taking relevant professional standards into account. Students were guided by feedback and acquired a set of skills important for health-care professionals. The model was tailored to the application of PBL in a chemistry practical class setting for a large student cohort (150 students). The achievement of learning outcomes was based on the submission of relevant documentation, including a certificate of analysis, in addition to peer assessment. Some of the learning outcomes also were assessed in the final written examination. The practical was assessed at several time points using detailed marking schemes in order to provide the students with feedback. Students were required to engage with the feedback to succeed in the practical. A novel PBL chemistry laboratory course for pharmacy students was successful in that self-reflective learning and engagement with feedback were encouraged, and students enjoyed the challenging learning experience. Essential skills for health-care professionals were also promoted.

Probleminis mokymas: daiktinės aplinkos dizaino miesto erdvėse formavimo raidos ypatumai

Miestų erdvinio formavimo ir daiktinės aplinkos dizaino projektavimo problemų ištyrimas yra svarbus nustatant gamtinę, ekonominę, socialinę darną. Miestų erdvių daiktinės aplinkos analizė liudija, kad jei ji komponuojama nesilaikant prigimtine norma grįstų taisyklių, destruktyviai veikia žmonių gyvenimo kokybę. Siekiant daiktų tarpusavio sambūvio harmonijos, siūloma taikyti inovatyvų probleminio mokymo (-si) metodą. Darytina išvada, kad metodas kaip mokymo (-si) priemonė gali būti efektyvus miesto erdvinių struktūrų ir harmoningas daiktinės aplinkos dizaino formavimo įrankis.

Penggunaan Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Komunikasi Matematis Dan Pengaruhnya Terhadap Self Regulated Learningsiswa Sekolah Menengah Pertama

The importance of mathematical and communication skills Self Regulated Learning for students has been widely recognized in mathematics education. But still lack a way that can be used in improving keduanya, into the implementation of the basic idea of this research. Through the application of problem-based learning is expected to enrich the strategy to improve the communication skills of mathematical and Self Regulated Learning students. This research includes studies quasi experimental design with a control group not equivalent. This research was conducted in SMP Pasundan 2 Bandung, the subject of the entire population of students of class VII SMP Pasundan 2 Bandung and took two samples of class VII. Instruments used include test questions and questionnaires mathematical communication skills Self Regulated Learning. Quantitative data analysis using ANOVA test two way, followed by Scheffe test. Based on the results of this study concluded that: increase of mathematical and communication skills Self Regulated Learning Ability Early learners with Mathematics (LAM) high, medium and low learning using Problem Based Learning is better than the increase in mathematical and communication skills Self-Regulated Learning learners who use the usual learning model. Then this study suggests that there is a correlation between communication skills matematis and Self Regulated Learning. The correlation coefficient between the two is 0.643 with the criteria of being

An Investigation into Pre-Service Teachers’ Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)

The aim of this study was to investigate the pre-service teachers’ perceptions into learning primary school scienceusing the method of Problem Based Learning (PBL). This learning strategy has been introduced into the B.Ed.programme at the University of Trinidad and Tobago for pre-service teachers who are expected to implement it in theirteaching profession in primary school science. The research study attempted to identify the perceptions of thesepre-service teachers during the learning process of PBL. Data were collected by means of semi-structured interviewswith written comments and a questionnaire. The results showed that there is a general agreement among theparticipants that PBL is a good strategy for discovery learning and enhancing content knowledge for both the groupand the individual. There were negative perceptions about the availability of time for the application of PBL in theclassroom due to the short teaching periods at the primary level. The prevailing school culture of the old method ofteaching was also identified as an obstacle to application.

Preliminary investigation into application of problem-based learning in the practical teaching of diagnostics.

BackgroundProblem-based learning (PBL) is a pedagogical approach based on problems. Specifically, it is a student-centered, problem-oriented teaching method that is conducted through group discussions. The aim of our study is to explore the effects of PBL in diagnostic teaching for Chinese medical students.MethodsA prospective, randomized controlled trial was conducted. Eighty junior clinical medical students were randomly divided into two groups. Forty students were allocated to a PBL group and another 40 students were allocated to a control group using the traditional teaching method. Their scores in the practice skills examination, ability to write and analyze medical records, and results on the stage test and behavior observation scale were compared. A questionnaire was administered in the PBL group after class.ResultsThere were no significant differences in scores for writing medical records, content of interviewing, physical examination skills, and stage test between the two groups. However, compared with the control group, the PBL group had significantly higher scores on case analysis, interviewing skills, and behavioral observation scales.ConclusionThe questionnaire survey revealed that PBL could improve interest in learning, cultivate an ability to study independently, improve communication and analytical skills, and good team cooperation spirit. However, there were some shortcomings in systematization of imparting knowledge. PBL has an obvious advantage in teaching with regard to diagnostic practice.

Aprendizagem Baseada em Casos Investigativos e a Formação de Professores: O Potencial de Uma Aula Prática de Volumetria para Promover o Ensino Interdisciplinar

Investigative Case-Based Learning and Teacher Education: the Use of Volumetry to Promote Interdisciplinary Teaching. The Ministry of Education is employing efforts to restructure the curricula of high school in Brazil, including the Innovative Education Program in High School, which seeks to implement interdisciplinary activities in schools. This paper presents the conceptions of teachers in the area of Natural Sciences of High School of the State of Rio de Janeiro on the potential of a practice of Volumetry, used to determine the acidity of soft drinks and inserted in the application of Problem-Based Learning, to promote interdisciplinary teaching. Our results indicate that the activities developed are able to integrate knowledge from all disciplines that make up the curriculum of high school.

Application of Problem-Based Learning to Teaching the Critical Path Method

AbstractThis paper investigates the application of a problem-based learning (PBL) teaching methodology to a course on engineering project scheduling, which introduces the critical path method (CPM). During this course, students solved real-life civil engineering problems using PBL to compare PBL with traditional problem-solving methods. In the experimental design, the students were randomly divided into two groups. Traditional teaching sessions were imparted to the first group, which was designated as the control group, whereas the CPM was taught to the second group via the PBL teaching methodology. After the classroom sessions, an evaluation tool was applied: responses were analyzed using Wilcoxon and Fisher statistics, and a set of open-ended questions were qualitatively analyzed via a pattern-matching technique. The results for the group that utilized PBL were favorable; this finding demonstrated the efficiency of this tool for teaching CPM. In addition, the results for the students that applied PBL me...

A Scientometric Analysis of Problem-Based Learning in Medical Education in Medline and Web of Science

Introduction: Scientometrics is one of the most effective ways of investigating and quantifying research in academic databases. It can help examine the scientific output of various countries, and the authors’ and articles’ impacts on different subject areas can be determined. The main objective of this study was to analyze global scientific productions of problem-based learning (PBL) found in scientific productions indexed in the Web of Science (WoS) and PubMed databases from 2003-2013. Methods: PubMed and WoS were searched for PBL-related articles with the keywords Problem Based Learning AND Medical Education, excluding the keyword problem solving. The analysis was done based on scientometric indicators, like number of publications, citation count and Journals Impact Factor. Results: Among the countries publishing research in PubMed and WoS, the USA was the most prominent producer, was identified as a leading and active contributor among others in the field of medicl education. A statistically significant relationship was found between geographical distribution of continents and PBL application in the specific field, authors’ articles and the continents of authors’ affiliations.Conclusion: Attention should be paid to the importance of problem-based learning in medical education, especially in developed countries, because a growing body of research suggests that it is necessary to train students who are researchers and can meet the needs of society.

Penerapan Model Pembelajaran Problem Based Learning dengan Memanfaatkan Potensi Lokal untuk Meningkatkan Aspek Problem Solving pada Higher-Order Thinking Skills

&lt;p&gt;This research’s aim is to increase the problem solving skill of the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. The matter is about Enviroment Pollution through Problem Based Learning application by using local area potention. This research is a class action research which consists of three cycles. Each cycle contains of planning, implementing, observing and reflecting. The research subject is the students in X-A of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014. Data of research were obtained by test and non test technique. Data validation were used triangulation of methods and triangulation of observers. The obtained data were analyzed using descriptive technique.The results of this research showed that according triangulation the average percentage for IDEAL problem solver. IDEAL problem solver design measured with performance assement consist of IDEAL process and IDEAL product. The average of IDEAL problem solver become value of problem solving skill for every student. The result of the research shows that the implementation of problem based learning increase the students’ problem solving skill that covers the IDEAL problem solver. The total average of IDEAL problem solver in the X-A class SBBS increased from 42,0 move up into 85,7 score. This research’s conclusion is the implementation of problem based learning can increase the problem solving skill of the students in of SMA Negeri Sragen Billingual Boarding School Gemolong academic Year 2013/2014 about enviroment pollution material.&lt;/p&gt;&lt;p align="center"&gt; &lt;/p&gt;&lt;p class="0jTULISANKATAKUNCIKEYWORDS"&gt;Key Words: Problem based learning, problem solving skill&lt;/p&gt;

Practice and application of problem-based learning in evidence-based medicine teaching

Practice and application of problem-based learning in evidence-based medicine teaching