Authentic Problems Research Articles

Designing e-modules on mangrove species diversity leveraging local potential through pbl to foster environmental attitudes

This study aims to develop e-modules of mangrove species diversity as local potential in learning. The development model used is the Lee & Owens (2004) development model. There are five phases in the development of research, namely the analysis, design, development, implementation and evaluation. The used learning model is Problem-Based Learning by presenting authentic mangrove problems in Banten. The e-module that has been developed will be tested for validity, practicality and effectiveness so that it can be disseminated for student learning activities. E-modules are tested for validity by conducting a 100% material expert validation test, 98.77% media and teaching material validation results and 100% validation results from field practitioners. Before being used in learning, the e-module was tested for practicality with a one-on-one trial getting a score of 93.33%, a small group trial of 89.41%, a field trial of 86.2% and a field test of 95.04%. Based on the results of student response testing, it can be concluded that the e-module of mangrove diversity is practically used in learning. The results of effectiveness testing to see the improvement of students' environmental attitudes were analyzed. The results of effectiveness testing to see an increase in students' environmental attitudes are measured qualitatively with an N-Gain measurement of 0,46 which is included in medium effectiveness and quantitatively measured using a simple paired t test with p-value of 1.88 which means there is a significant difference before and after using e-module in learning.

A Development of Online Problem-Based Learning Model to Promote Self-Regulated Learning among Undergraduates

This research aimed to develop and evaluate an online problem-based learning (PBL) model to enhance undergraduates' self-regulated learning (SRL). The Research and Development method was used in two phases: the first was to develop and validate the model. It began with a literature review to identify core features of effective PBL and SRL within an online environment, then set a concept framework and create the model manually. Seven experts were reviewed following the model, and it was piloted for further optimization. Second, the model will be implemented and evaluated with a sample of 52 students at Thailand National Sports University, Chumphon Campus. The main instruments used were the developed model, the model quality questionnaire, SRL assessments (pre- and post-), and after-action review forms. The results showed that (1) a developed model consisting of four sections: orientation of the model, the model of instruction, application, and student outcomes. Six core components: authentic problems, online collaborative learning, self-regulated learning, instructional scaffolding, online learning resources, and authentic assessments, which are organized through three main processes: preparation, implementation of SRL strategies, and summative assessment, and all activities using an iterative learning three stages: meeting the problem and planning, doing and checking, and presenting the result and reflecting. Experts agreed on the quality of this model, which was excellent. (M= 4.61, SD=0.52). (2) Average SRL score was significantly higher after learning with this model compared to prior us (p<0.01, large effect size; d=1.03). The findings of this study support the developed model that can improve the students' SRL effectiveness. Overall, the students agreed that an instructor plays a critical role in developing their SRL and problem-solving skills. The students demonstrated more self-assurance and were apt to use this method to learn other subjects.

Uniting education, research, healthcare, and society to advance women's heart health.

Complex health challenges require professionals to operate across disciplines and to better connect with society. Here, we showcase a community-engaged and challenge-based educational model in which undergraduate students conduct transdisciplinary research on authentic complex biomedical problems. This concept reinforces translational medicine, human capital, and exemplifies synergy between education, research, healthcare, and society.

Student welfare through involvement and networked learning in primary teacher training

What makes students eager to learn? This is a fundamental question for every educator. After all, students who are motivated and involved in their studies are more likely to succeed (Affolter, Gerber, Grund, & Wagner, 2015) and simply 'pleasant to teach'. Student welfare is particularly relevant for primary teacher training colleges in the Netherlands, which struggle with dwindling student numbers, high variety in student population, and the risk of study delay or dropout (Dutch Inspectorate of Education, 2017). In order to enhance student engagement, teacher training colleges in different regions in the Netherlands - Doetinchem, Utrecht, Rotterdam, and Amsterdam - have formed teacher learning groups (TLGs) on various topics relevant for (pre-service) teachers, consisting of students of different years, teacher trainers, and in-service teachers. TLGs are increasingly acknowledged as a powerful means of enhancing learning and development. On the one hand, they offer students room for social learning and agency, stimulating their involvement and motivation (Vrieling-Teunter, Van den Beemt, & De Laat, 2019). On the other, they stimulate and facilitate in-service teachers’ professional development (Lieberman & Wood, 2003). As TLG participants work together to solve authentic problems (Laferrière, Lamon, & Chan, 2006), both pre-service and in-service teachers gain specific and concrete ideas that can be directly related to their own classroom practice (Guskey, 2002). TLGs can thus be seen as social action evolving around relationships, or ties. TLGs, as collections of ties, enable both collaborative and individual learning and knowledge sharing (Schreurs et al., 2014).

Linear Algebraic Nodal Analysis: An Applied Project for a First Course in Linear Algebra

Many students who enroll in a first course in linear algebra major in STEM disciplines other than mathematics. Teachers who serve such students may find it difficult to provide authentic problems from these broader areas that ignite students' interest in linear algebra. In this paper, we highlight an interdisciplinary learning activity that engages students in using linear systems of equations to model the behavior of practical electric circuits. This exercise fits nicely into standard introductory linear algebra curricula and is designed to excite students majoring in engineering, physics, or applied mathematics. We also include references to a collection of open-access resources to support instructors who want to use this material in project-based, flipped-learning, inquiry-oriented, or independent-study environments.

Barriers to organisational development in higher education lifelong learning initiatives

From an economic human capital perspective, higher education lifelong learning initiatives should include the professional development of individuals as well as organisational development. This indicates the dissolving of boundaries between individual and organisational development and that successful professional development occurs at both individual and aggregated levels. Based on the networked mode, higher education institutions could be closely linked to their surrounding society, embracing a two-way relationship with a hybrid character, including multiple connections with branches and/or organisations. In such initiatives, formal education and informal work-related tasks are blurred and both are emphasised as equally important. In focus are collaborative features and the idea to link theoretical reasoning to authentic organisational problems. To offer higher education lifelong learning for organisational development, Mid Sweden University initiated a project called BUFFL in collaboration with eight organisations belonging to an established network of banks and insurance companies. This paper aims at reporting barriers to organisational development in higher education lifelong learning. It answers the following research question: Which barriers could be identified when implementing a hybrid and networked approach to higher education lifelong learning for organisational development? A case-study-inspired approach was conducted. In total, 328 registrations from the collaborating organisations were documented in the BUFFL courses. In addition to open-ended questions and Likert scale questions in the course evaluations, the methods also included conversations with leading representatives of the collaborating organisations. Although several barriers were highlighted in line with the innovation resistance theory, the main barrier seems to be that no organisation applied lifelong learning as a tool for strategic organisational development. The study suggests that a crucial barrier breaker to reduce or eliminate the main barrier is a course on strategically managed competence development for leading representatives of participating organisations. A combined focus on individuals and organisations could also stimulate leading representatives to take a holistic approach to the organisation’s competence development. This includes increased responsibility to ensure that investments in the competence area are beneficial for the organisation. Bringing company-relevant data as input to the courses could ensure the establishment of strong links between theoretical perspectives and work-related practices.

Symposium 2: Nurses’ experiences from a flexible online course in a higher education learning initiative

Remote healthcare is developing at a rapid pace to create high-quality, efficient, and financially sustainable care. The article aims to describe and explore nurses’ experiences of networked learning before and after participation in a higher education lifelong learning initiative. The study was conducted in primary healthcare and hospital units in Sweden with ten nurses (eight women and two men), where the participants answered a web-based questionnaire before and after participating in an online course, Digital Competence in Care. The data were analysed with descriptive statistics and qualitative content analysis. The results show increased development of nurses’ competence and learning. The mean of digital competence among all participants increased from 4.4 to 8.9 on a scale of 0-10 and the mean of expectations for learning among all participants increased from 7.1 to 9.2 on a scale of 0-10. Furthermore, two themes were identified: Lifelong learning important and urgent for nurses and Networked learning a flexible way to strengthen learning and think outside the box. The content and design of DCC were experienced as relevant for the participants, and networked learning was perceived as a way of developing and strengthening learning and competence. The participants indicated that sharing experiences and networking with others supported them in solving problems in their daily work, “thinking outside their own box,” and putting ideas into action together to support a critical and responsible attitude. The use of authentic work-related problems in the course assignments was experienced as a good thing, as it supported the nurses in their everyday work. Finally, the participants described how they became more courageous and confident in their ability to communicate and work securely digitally, and also that their new knowledge and competence were relevant to the continued development of digitalisation in healthcare settings and medical care, as colleges and leaders turned to them for support and advice.

Analisis Pembelajaran Berbasis Project Based Learning dalam Meningkatkan Kreativitas Peserta Didik

Project-based learning research (Project Based Learning) is an innovative learning model that focuses on students solving a problem by producing a product, making decisions, carrying out investigative activities so that students' creativity and motivation increases. This learning model trains and develops the ability to solve problems that are oriented towards authentic problems from students' actual lives, to stimulate high-level thinking abilities. Conditions that must be maintained are a conducive, open, negotiated, democratic atmosphere, a comfortable and enjoyable atmosphere so that students can think optimally.

Integrated STEM Teaching: Innovative STEM Training for Preschool and Primary School Teachers

The effective implementation of STEM education relies on qualified and well-educated teachers who employ good practices for integrated STEM education. Quality STEM education equips children with the necessary skills to address 21st-century challenges, playing a critical role in developing critical thinking, communication, collaboration, creativity, problem-solving, and responsibility. In this context, preschool and primary school teachers were recommended to attend STEM Professional Development (PD). This study aimed to determine the impact of the EarlySTEM Leader Teacher PD Program on teachers' ability to design STEM lesson plans, using mixed method. Researchers analyzed the STEM lesson plans prepared by preschool and primary school teachers (n=33) who participated in the integrated STEM PD program. All participants who met the graduation criteria were included in the study. The plans were evaluated using the Authentic Problems of Knowledge Society (APoKS) rubric. The findings showed that the Integrated STEM PD program positively influenced teachers' lesson planning skills, specifically when writing the APoKS. The implications of the study were discussed in detail.

Contextualized and Personalized Math Word Problem Generation in Authentic Contexts Using Generative Pre-trained Transformer and Its Influences on Geometry Learning

Recently, automatic question generation (AQG) has been researched extensively for educational purposes. Existing approaches generally lack relevant information on the authentic context and problem diversity with various difficulty levels, so we proposed a new AQG system for generating contextualized and personalized mathematic word problems (MWP) in authentic contexts using the Generative Pre-trained Transformers (GPT). Our proposed system comprises (1) authentic contextual information acquisition through image recognition by TensorFlow and augmented reality (AR) measurement by AR Core, (2) a personalized mechanism based on instructional prompts to generate three different difficulty levels for learners’ different needs, and (3) MWP generation through GPT with authentic contextual information and personalized needs. We conducted a quasi-experiment with the participation of 52 students to evaluate the effectiveness of the proposed system on geometry learning performance. Further, the learning behaviors were analyzed in the aspects of authentic context, mathematics, and reflective behavior. The findings showed better results in geometry learning performances from students who learned with contextualized and personalized MWPs than those who were taught without contextualization and personalization on MWPs. Moreover, it was found that student’s ability to comprehend the practical situation or scenario presented in a problem (problem context understanding) and students’ ability to recognize relevant information from the problem context (identifying contextual information) significantly improved their learning performance. Moreover, students’ ability to apply math concepts and solve medium-level MWP also contributes to the improvement of learning performance. Meanwhile, learners showed positive perceptions toward the proposed system in facilitating geometry learning. Therefore, it is useful to promote an authentic context setting for mathematical problem-solving.

Authenticity in Learning, Teaching and Assessment

Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce.

An internship program that empowers international students to grow professionally and find their voice in the nutrition field

During the COVID-19 pandemic, our international students were confined to their rooms in a foreign land and were unable to return to their home countries during their semester break due to border closures. A summer internship program, underpinned by Asian philosophies including Confucianism(1) and collectivism(2), was designed to bring them together physically in a COVID-safe environment and collectively develop employability skills. Twenty-five international students across six year-levels and from 11 countries participated in the five-week internship program. Our in-house dietitian presented participants with an authentic nutrition problem, i.e. observable unhealthy eating habits being prevalent amongst the international student client group. Participants were empowered to draw on their cultural knowledge, international student experience, cooking skills and evidence-based nutrition knowledge, in the development of an educational nutrition resource to be used in the dietitian clinic. Employability skills self-assessment was completed pre- and post-program for comparison. In addition, a collective reflection was facilitated at the end of the program to gather in-depth understanding of the unique learnings from the students’ and program facilitators’ perspectives. Thematic analysis was adopted to analyse the narrative data. It was found that the student-participants developed a website with healthy eating information, including tailored to international students’ habits of late-night snacking and suggestions for quick meals during exams. They developed 50 healthy, simple, multicultural recipes with cooking videos. The internship served as an opportunity for the students to work together with a shared purpose. They reported a strong sense of community which was longed for and extended the established friends outside of the internship program. Students were observed sharing acculturative experience and knowledge with one another when socialising together. Upon reflection, students reported feeling challenged by the lack of structure and assessment guide for the internship tasks. However, they were able to develop confidence in their judgement and decision-making skills through this process and work together exploring the uncertainties. Many reported feeling empowered from this internship as their cultural differences and unique international-student-experience were valued and utilised in the resource development. This low-cost education strategy contributed to the development of professional skills and formation of professional identity, and for the students to find their voice in the nutrition field.

Improving Students’ Creative Thinking Skills Assisted by GeoGebra Software

This study aims to improve students’ creative thinking skills in problem-based, ill-structured, open-ended learning through stimulus. This study used learning strategies that simultaneously develop problem-solving strategies and knowledge discipline. This learning can be achieved if educational activities are focused on authentic, contextual, and relevant tasks or problems so that students can gather the necessary information, evaluate alternative solutions, and present solutions they believe in. Moreover, the ability to generate uncommon or extraordinary ideas must be raised from the problems that exist in learning. The ability to think creatively in mathematics in education using the Problem-Based Learning (PBL) approach assisted by GeoGebra is expected to be a practical approach to educating students in increasing their intellectual potential and familiarizing them to deal with non-routine problems and applying it in their daily life to become a student who can think creatively. This study used a quasi-experimental research method with a quantitative approach conducted at SMA Negeri 2 Cimalaka. The instruments used in this study were questionnaires and tests. This study's approach, which was integrated with GeoGebra, can be used as an alternative to learning mathematics in schools. It can be developed with other approaches according to problems in mathematics.

“Etudes About Tel Aviv”: The Image of Tel Aviv from the Perspective of Russian-Speaking Repatriates

The article offers an analysis of the collection Ėtiudy o Telʹ-Avive [Etudes about Tel Aviv], which was published in Russian in 2004 and edited by Sonia Chesnina and Leonid Finkelʹ. The study attempts to show the image of the city of Tel Aviv from the perspective of Russian-speaking repatriates. The author treats the analysed texts as non-fiction prose, expressing authentic migration experiences and problems. In those texts, Tel Aviv exists as a city-myth, a city of culture, and a place where a new identity is born and shaped. The analysis allows us to conclude that Etudes about Tel Aviv is not only a text about urban space. It is primarily a cultural text, a place of literary search for knowledge about its inhabitants’ culture, history, and identity. If we look at the relationship between geography and literature, the text (Etudes about Tel Aviv) and the city (Tel Aviv) constitute a “common territory”.

Embedded assessment throughout the problem-based learning – a path to authentic learning experiences

This article examines the benefits and challenges associated with Problem-Based Learning (PBL) as a teaching and assessment tool, a constructivist approach that promotes a more pragmatic and student-centered mode of assessment. A tangible illustration of the proposed assessment tool is presented. The study aims to analyze different aspects of mathematical competence in line with the European Commission Framework for Lifelong Learning, such as critical thinking, practical application in authentic problems, and more effective knowledge acquisition. Data were collected through direct classroom observations, open-ended questionnaires, surveys, and personal interviews. The methodology was applied to a sample of 60 students from American College of Sofia (ACS) who participated in project work instead of conventional testing. The results of the study revealed that assessing students’ progress through problem-based tasks not only enhances the development of students’ mathematical competencies compared to traditional methods, but also fosters lifelong learning skills.However, this approach requires a more significant time commitment compared to tra- ditional testing.

Investigating the role of self-selected STEM projects in fostering student autonomy and self-directed learning

Research in STEM education has focussed on integrated STEM projects that combine knowledge and skills across science, technology, engineering, and mathematics. These integrated STEM projects are typically designed by teachers or researchers addressing a limited range of topics that do not always cater well to the diversity of interest among children and adolescents. By contrast, self-selected projects where students have more choices and autonomy in selecting their own projects are relatively rare. Consequently, there is a gap in the literature on students’ learning experiences when they choose and develop their own STEM projects. This study aims to examine the classroom experience and enactment of a high school STEM course designed for Grade 9 and 10 students (14 to 16 years old) to carry out a project of their choice aligned with the theme of sustainability. A case study methodology was used to investigate eight students’ lived experiences in making connections to STEM. The study reveals the nature of students’ self-directed learning experiences as they chose their own topics of exploration and subsequently developed their respective STEM-related projects. It also illuminates the alignments and tensions between STEM integration and various aspects of students’ self-directed learning, including intrinsic motivation, open-ended tasks, goal setting, design thinking, collaboration with external partners, curriculum constraint, and time management. The implications of the study encompass student autonomy and agency, the significance of authentic problems and themes in STEM education, and the role of curriculum in facilitating self-selected projects.

Problem in Geometry, with Four Solutions, One of Them with Dynamic Research

Problem solving and proofs have always played a major role in mathematics. They are, in fact, the heart and soul of the discipline. The using of a number of different proof techniques for one specific problem can display the beauty, and elegance of mathematics. In this paper, we present one specific, interesting geometry problem, and present four different proofs for it, using methods, including using GeoGebra, that is dynamic geometry software (DGS) application, to make the initial conjecture. Encouraging students to derive results in such various ways will enhance their appreciation of mathematics, give them incentive to derive even more elegant solutions on their own, and provide them the opportunity to come up with some original insights on how proofs work. As a bonus, the problem we used, also let them know Ptolemy's theorem and the fourth theorem of the overlap of triangles, which are not included in the curriculum of some countries. The implication of our findings is that mathematics educators should be encouraged to introduce many such authentic multiple-proof problems into the teaching program. In addition, the effect of such exercises on students' mathematical understanding should be studied.

Practical Used of Essay Writing Material based PjBL through Padlet in Higher Education

Mastering essay writing skill is crucial for students who majoring in English Language Department to enhance their language proficiency development, critical thinking, effective communication, and prepares them for academic and professional demands. Meanwhile, many problems still occur in mastering this skill. Hence, the requirement for innovation in teaching essay writing, especially for Essay Writing course is needed. This research used survey method to investigate the practical used of of Essay Writing material-based Project-based Learning through Padlet for teaching Essay Writing course. There were 50 students and 3 lecturers who were involved in the initial investigation of this study. Then, 3 students for limited trials, and 63 students involved in wide trials. The practicality result shows that the teaching material are categorized as Very Practical (85.8%) from teachers’ perspective and Very Practical (84.1%) from students’ perspective. Addressing that explanation about this research finding, it can be concluded that this Instructional Material based PjBL through Padlet is effective to be applied in higher education with independent students to enhance their creative, innovative and critical thinking in expressing ideas about authentic problem in their environment and world- wide environment.

Supporting Agency over Framing Authentic Design Problems

While project-based learning purportedly values student agency, supporting and managing this remains challenging. We conducted a design-based research study to understand how problem authenticity, and task and participant structures can contribute to students’ framing agency, in which students make decisions that are consequential to their learning through ill-structured problem framing. We compared three semesters of an undergraduate engineering design project (cohort 1 n=70; cohort 2 n=70; cohort 3 n=66). Discourse analysis of team talk highlights how task and participant structures supported students in the first and third cohorts to display framing agency. In contrast, cohort 2 displayed high agency over task completion, which they had framed as well-structured. We discuss implications for designing ill-structured learning in terms of participant and task structure and problem authenticity.

Assessing Teachers’ Capabilities to Work with Models and Evaluate Results in the Context of a Complex and Authentic STEM Problem

Since the practice turn, the contemporary education landscape has been shifting from mere knowledge dissemination to empowering students to solve problems. Special emphasis is given to problems on which students work for an extended period (at least several hours; frequently multiple school days). While working on such problems, it is essential to employ a variety of activities. Two of these are working with models and evaluating models and their results. One topic that has received little attention up to now is the question of to what extent educators are able to apply these skills. This study, fundamentally exploratory in nature, seeks to delve into such an assessment by evaluating the competence of n=20 educators in estimating and evaluating building evacuation duration using digital simulations. Our results show that the participants self-assessed as being able to solve such exercises. However, this was contrasted by our external assessment of the solutions provided by the participants, which showed that the solutions lacked in quality.