Effects Of Problem-based Learning Method Research Articles

The Effect of Problem-Based Learning Method Supported by Web 2.0 Tools on Academic Achievement and Critical Thinking Skills in Teacher Education

Designing learning and teaching processes in line with technology and contemporary approaches in knowledge societies, in which the twenty-first century skills gain importance, is considered as a necessity for the development of lifelong learners. In order to train individuals equipped with higher order thinking skills such as problem-solving, critical and creative thinking, the teachers are also expected to possess these skills. The study discusses the impact of teacher training programmes within this context. The purpose of the study is to determine the effect of problem-based learning method supported by Web 2.0 tools on teacher candidates’ academic success levels and critical thinking skills. In addition, identifying the views of teacher candidates in the experiment group was also targeted. A total of 72 teacher candidates, studying at the Faculty of Education of a private university, took part in the study. In the study designed with experimental design with pre-test-post-test control group, the participants were selected with random method and placed in groups accordingly. The implementation was carried out during the assessment and evaluation course. The study is limited with the applications of quizizz, mindmeister and padlet among Web 2.0 tools. Each application is preferred for a different purpose. The implementation period of the study lasted for a total of 10 weeks. The study employs a mixed method approach in which qualitative and quantitative methods used together. While the academic achievement levels of teacher candidates for the assessment and evaluation course are determined by the “academic achievement test for the assessment and evaluation course”, their critical thinking skills are determined by the “critical thinking standards scale for the teacher candidates”. The views of the teacher candidates about the applications were determined by the qualitative data obtained from the “interview form”. In the study, between the experimental group in which the problem-based learning method supported by Web 2.0 tools are employed and the control group in which the traditional methods are used, a significant difference was identified in favour of the experimental group in the academic achievement levels for the course. In a similar line, problem-based learning method supported by Web 2.0 tools has been found to be effective in developing teacher candidates’ critical thinking skills. At the end of 10 weeks, it is identified that the teacher candidates in the experimental group were pleased with the activities and had positive opinions about the applications. Teacher candidates stated that through the acquisition of higher-level behaviours, they felt themselves ready for the teaching profession and their skills for learning to learn were improved.

PROBLEME DAYALI ÖĞRENMENİN ORTAOKUL ÖĞRENCİLERİNİN BİLİMSEL SÜREÇ BECERİLERİNE, TUTUMLARINA VE BAŞARILARINA ETKİSİNİN İNCELENMESİ: IŞIK ÜNİTESİ ÖRNEĞİ1

Öğrencinin eğitim sürecine aktif olarak katıldığı ve araştırarak öğrendiği öğretim yöntemlerinden biri olan Probleme Dayalı Öğrenme (PDÖ), problem çözme sürecinde öğrencilerin çok yönlü çözüm yolları üretmelerine olanak sağlayarak onları gerçek hayatta karşılaşabilecekleri sorunlarla baş edebilme becerisi kazandırır. Bu araştırmanın amacı probleme dayalı öğrenme yönteminin Işık Ünitesi örneğinde ilköğretim 7. Sınıf öğrencilerinin bilimsel süreç becerileri, bilimsel tutumları ve akademik başarılarına etkisini belirlemektir. Araştırma ön ve son-test kontrol gruplu yarı deneysel modele göre desenlenerek gerçekleştirilmiştir. Çalışma grubunu 2013-2014 öğretim yılında Tekirdağ ili, Çorlu ilçesi Atatürk Ortaokulunda farklı iki şubede öğrenim görmekte olan toplam 82 yedinci sınıf öğrencisi oluşturmaktadır. Şubelerden biri deney diğeri kontrol grubu olarak rasgele atanmıştır. Deney grubunda Işık ünitesi probleme dayalı öğrenme yöntemi kullanılarak yürütülürken, kontrol grubunda 7. sınıf Fen Bilimleri ders kitabı kullanılarak işlenmiştir. Araştırmanın uygulama aşaması, 5 hafta toplam 20 saat sürmüştür. Araştırmada veri toplama araçları olarak bilimsel süreç değerlendirme testi, bilimsel tutum ölçeği ve akademik başarı testi ön ve son-test olarak kullanılmıştır. Normalliğin olduğu yerlerde t testi, karşılamadığı yerlerde Mann-Whitney U testi yapılmıştır. Elde edilen veriler doğrultusunda probleme dayalı öğrenme yönteminin öğrencilerin bilimsel süreç becerileri ve akademik başarılarına olumlu etkisinin olduğu görülmüştür. Bilimsel tutum açısından ise deney ve kontrol grupları arasında istatistiksel olarak anlamlı bir farklılık bulunmamıştır

Effectiveness of problem-based learning method on nursing teaching in higher vocational schools

Objective To assess the application effectiveness of problem-based learning (PBL) on nursing teaching in higher vocational schools. Methods A total of 204 nursing students, including 76 students from Grade 2017 and 128 students from Grade 2018, were selected and divided into the observation group, which included 41 students from Grade 2017 and 74 students from Grade 2018 receiving PBL method, and the control group, which encompassed the others receiving traditional teaching methods. General self-efficacy feelings and problem-solving abilities of students in different grade in two groups were assessed at the beginning and the end of the term. Results The scores of general self-efficacy feeling between the observation group and the control group at the beginning of the term showed no statistically significant differences (P>0.05); the scores of general self-efficacy feeling at the end of the term in the observation group were obviously higher than those in the control group [(32.21±4.17) vs. (28.25±3.74), t=7.067, P<0.01]. The scores in Grade 2017 and Grade 2018 in the observation group were (32.61±3.79) and (31.99±4.38), respectively, which were significantly higher than those in the control group in Grade 2017 (27.45±3.95) and in Grade 2018 (28.74±3.55) at the end of the term. The scores of problem-solving abilities in Grade 2017 and Grade 2018 in the observation group were (25.35±2.78) and (25.99±3.19), respectively, which were significantly higher than those in the control group [(21.34±2.92), (21.30±3.51), t=6.064, t=7.679, P<0.01, P<0.01]. Conclusion PBL method in nursing students can effectively improve the general self-efficacy feeling and problem-solving ability of students, which is worthy of promotion in higher vocational schools. Key words: Problem-based learning; Nursing education in higher vocational schools; General self-efficacy feeling; Problem-solving ability

Application of problem-based learning method in the internal medical teaching of TCM

Objective To explore the effect of problem-based learning method in traditional Chinese internal medicine teaching. Methods 58 students enrolled in the major of integrated traditional Chinese and western medicine in class C at the Beijing University of Chinese medicine were arranged to receive PBL（test group）or traditional teaching methods（control group）in 2 courses and complete 116 questionnaires. The teaching outcomes were evaluated by questionnaire and individual interviews. Results Compared with controls,students receiving PBL performed significantly better in terms of active classroom atmosphere, broadening their knowledge, and improving teamwork ability（χ2 were 7.16, 4.07, 4.09, P〈0.05）. Conclusion The PBL strategy has the advantage than the traditional teaching methods in traditional Chinese internal medicine teaching. Key words: PBL; Traditional Chinese internal medicine; Teaching methods

The Effects of Problem-based Learning Method in Higher Education on Creative Thinking

The underlying principle in problem-based learning (PBL), which is one of the student-centered teaching methods in education, is the development of students’ higher-order thinking skills. For this reason, in the PBL process, it is necessary to investigate creative thinking, one of the higher-order thinking skills.The basic purpose of this study is to reveal the effects of PBL method on creative thinking skills. For this purpose, change in the points for creative thinking skills at a university where PBL is implemented was tried to be determined. As the data collecting instrument in this study, Torrance Creative Thinking Test Oral A-B Form was used. The study is descriptive in nature and the sample comprises first grade students (n=73) in the Department of Statistics at Dokuz Eylül University.As a result of the study, an increase in the student's points for their creative thinking skills was observed at the end of the PBL process. In addition, it was determined that fluency, flexibility and originality, which are sub-dimensions of creative thinking skills, differed significantly. Moreover, it can also be said that, as a result of the education given with the scenario, the students approached events in a multi-dimensional way, were able to adapt to the changing situations, and succeeded in improving their view points.

Problem Based Learning (PBL) in Competence Based Curriculum and The Accademic Achievement: Evaluation of PBL Implementation

Background: Medical Faculties in Indonesia has implemented problem based learning (PBL) in competence based curriculum as a learning strategy. The aim of this study is to know the effect of PBL method on academic achievement and factors affecting successfull PBL implementation.Design and Method: This study used quantitative and qualitative method. Data collection method is by distributing questionnaires, focus group discussion (FGD) and document analysis of students’ academic achievement. This study included 3 year level students (2004, 2005, 2006) using PBL in school of medicine faculty of medicine and health sciences UMY (FMHS UMY).Result: GPA average &gt; 2.5 is 32.47 %, MCQ &gt; 60 is 33.1% and OSCE is 92.8%. The role of tutor and also practical instructor to facilitate learning objective was not optimal. The factors for the poor implementation of PBL includes curriculum planning (understanding of PBL concept and dissemination of curriculum), implementation of curriculum (various of block load, opportunity for self directed learning, e-learning effectivity, etc) and assessment system (the number of students who reach minimal standar of MCQ is low, validity of MCQ is also low, etc).Conclusion: This study suggest the need to improve planning, implementation and curriculum assessment to support implementation of PBL. The role of Lecturer, tutor and practical instructor should be improved through faculty development to faciliate teaching learning proccess in PBL method (Sains Medika, 4(1):30-38).

The effect of problem-based learning method in teaching acid-base subject on science teachers' academic success

Sciences is explained as thinking of the nature of knowledge, the process of producing new things with present data (Ayas, Çepni, Johnson and Turgut, 1997), it can also be explained as understanding and examining already known and seen parts of the events and an effort to guess the unobservable events (Çepni, 2005). In science education which starts with these general goals, there are some targets such as knowing and understanding the scientific information, studying and discovering, imaging and improving, being affected and appreciating and practicing (Çepni, 2005). Therefore, training activities and different teaching methods to provide students with these goals are needed. Today, some different training activities, as an alternative to traditional teaching, have been put into practice in order to provide these goals. The easiest way to teach knowledge and processes to students by removing the memorization is to adopt an education of which the students are on the centre in the process of teaching and to teach science lesson which relates with daily life, is far from unnecessary memorized knowledge, focuses on problem solving and has more practice. It also helps to have an attitude towards sciences (Kıyıcı, 2008). Problem-based learning connected to constructivist education has been becoming more and more important due to the fact that it is an approach centered on problems. In sciences, it is crucial to study, examine, deal with problems and practice. Thus, it is necessary to follow acid-base subject with a different teaching method in which the students themselves can be active.&#x0D; &#x0D; In this study, it is aimed to examine the effect of problem-based learning in acid-base subject to academic success.&#x0D; &#x0D; The samples of this study are first grade 95 students at Erzincan University in the Faculty of Education Department of Science Teaching. One of the classes has been randomly selected and has formed the experiment group (47 students) and the other one constitute as the control group (48 students). In the experiment group, problem-based learning has been used in acid-base subject and within the control group traditional method has been applied. A 30- question- test covering the whole subject has been prepared with the help of the literature studies related to acid-base subject and already asked questions of Student Placement Examination (SPE), Student Selection Examination (SSE) for the data of this study and academic success test in acid-base subject (ASTABS) of which the first 24 questions are multiple-choice and the rest 6 questions are open-ended and related to concepts that have been prepared. Multiple-choice questions have been mostly selected from daily life and prepared as similar to problem situations. The reliability quotient (Cronbach's Alpha) of the test has been found as 0,705. The analysis of students' answers to the achievement test has been carried out with SPSS 17 Program. The points acquired from pre-test and post-test for the given variables have been compared with independent group T-test.&#x0D; &#x0D; The pre-test result between the groups is (t(93) = -.371; p&lt;0,05). According to this result, there is no significant difference between the experiment and control groups' average points of ASTABS. While the experiment group pre-service teachers' average pre-test point of ASTABS is X=38.62, the control group pre-service teachers' is X=39.77. The results of post-test between the groups are (t(93)=3,178; p&lt;0,05). &#x0D; &#x0D; According to this result, there is no significant difference between the experiment and control groups' average post-test points of ABTABS. While the experiment group pre-service teachers' average post-test point of ASTABS is X=51,77, the control group pre-service teachers' is X=41,96. Conclusion: The experiment group pre-service teachers'-in which problem-based learning (PBL) method has been used- average pre-test points of ASTABS is close to the control group preservice teachers'- in which traditional teaching methods have been used- average points from the same test (Table 1). Before the application, there is no significant difference between these groups and this situation is suitable for defining the efficiency of applied approach. The difference, between the posttest points acquired after the experimental process of the experiment group students to whom PBL approach has been applied and the control group students to whom traditional teaching approaches have been applied, has increased. After the application, a significant difference between the two groups' success has been discovered. These obtained results have shown that the classes to whom problem-based teaching method has been applied learn how to learn and they increase their academic success (Sungur and Tekkaya, 2006), and in the light of previous studies related to improving problem-solving skills, it can be concluded that problem-based teaching method is more effective than traditional teaching methods.