Characteristics Of Problem-based Learning Research Articles

The promise of problem-based learning for training pre-service technology teachers

This article describes a learner-centred pedagogy for training student teachers. The inquiry was guided by two questions: 1) Is problem-based learning (PBL) an effective strategy when training prospective Technology teachers? 2) To what extent do student teachers transfer their own experiences of PBL to the authentic classroom situation? After exploring the cognitive dimensions and characteristics of PBL, a rationale is provided for using PBL particularly for teacher training in Technology Education. Data collected through quantitative and qualitative methods suggest that the training was perceived as a relevant, creative and satisfying professional development learning experience. However, when having to transfer PBL competencies to real schools, the student teachers experienced uncertainty about their new roles as learning facilitators in a less structured and less predictable PBL environment. (South African Journal of Higher Education: 2003 17 (1): 39-46)

Quality standards for new modes modes of assessment. An exploratory study of the consequential validity of the OverAll Test

During the past decade, due to societal developments, methods of instruction as well as the assessment of students’ performances have changed to an important considerable extent. Two of the elements of this change are the accents on cognitive competencies such as problem solving and on learning in an authentic context. In conjunction with the development of such learning methods, new modes of assessment were implemented. It was expected that this change would have positive feedback effects on learning and teaching. These feedback effects are the central issue of this article. They are discussed in terms of the experiences of the Maastricht School of Economics and Business Administration. This school places the analysis of authentic problems at the core of the curriculum, including the learning process as well as the assessment system. The OverAll Test, a case-based assessment instrument aiming to assess problem solving skills, was implemented as part of this. Different quality issues related to the OverAll Test have been evaluated. This article presents the results of one of the four validity studies conducted; an exploratory study of the consequential validity of the OverAll Test. It starts with the an outline of the main features of the new modes of assessment and the OverAll test as an example. There is then a discussed discussion of effectively the OverAll test fits these features as well as the goals and characteristics of problem-based learning. The study of the consequential validity of the OverAll Test is then described in depth. The results of the survey, as well as the results of the semi-structured interviews with staff and students, indicate a friction between the intended characteristics of the learning and assessment environment and the practice of instruction and assessment.

Problem-based Learning (PBL): Making an impact in Education

Problem-based learning (PBL) is an educational reform that is now becoming a household word in higher education, particularly in medical schools. Many medical schools have implemented a full problem-based learning curriculum (PBLC) While some have included PBL into selected units of the course in an otherwise conventional curriculum (embedded PBL) and others run their tutorials in a PBL manner within a modified conventional curriculum (hybrid curriculum). Yet there are others who claim that small components of PBL in a conventional curriculum are not PBL at all. Thus amateurs in the subject matter find difficulty in evaluating the logistics and outcome of these variations. This article focuses on the general characteristics of PBL and how this learning method can help enhance independent learning and critical thinking, whether in a full, embedded or hybrid curriculum. The extent of PBL to be included and which of the three types is to be adopted depends on the objective of theundergraduate medical course as determined by the faculty, resources available, limitations, feedback on the existing curriculum and various other factors.

Problem-based Learning in Architecture: Problems of Integration of Technical Disciplines

SUMMARY Recently, problem-based learning (PBL) has gained a lot of interest in engineering education. The Faculties of Architecture in Newcastle (Australia) and Delft (Holland) were among the first to embrace this new educational methodology. The article summarizes the characteristics of PBL and describes the architecture curricula at Newcastle and Delft. Among others, PBL aims at integrating different subjects. An analysis of Newcastle and Delft curricula reveals a common problem in the integration of technical disciplines like structures. The article proposes a solution within a general PBL framework

Problem‐based learning and fieldwork: a better method of preparation?

Abstract This paper suggests that geographers could profitably employ problem‐based learning (PBL) in the preparation of students for fieldclasses. Following a brief review of recent issues and contributions to teaching and learning on fieldclasses, the paper examines the characteristics of PBL and its application in other disciplines, especially medicine. It is argued that PBL encourages active and deep learning in students and can readily be applied to fieldwork preparation. A case study of such an application to a second‐year undergraduate fieldclass is given.