PBL Class Research Articles

The Influence of the Problem-Based Learning Model on Metacognitive Knowledge and Science Learning Outcomes

Metacognitive knowledge refers to what is known about memory function and the strengths and weaknesses of one's own cognition. This research aims to describe the influence of the problem-based learning model on the metacognitive knowledge and learning outcomes of class IX junior high school students. The research was carried out on Class IX students of Palu City Middle School, the entire population of Class IX consisted of three classes with a total of 45 students. Two classes were used as samples determined based on purposive sampling. Metacognitive knowledge data was obtained through questionnaires and learning outcome data through essay and multiple choice tests. Data analysis used an independent t-test with the help of SPPS version 25.0. The results showed that metacognitive knowledge with conventional learning was significantly lower than the PBL class with a gain of t(25) = 9.289, p < 0.000 and learning outcomes in the conventional class were significantly lower than the PBL class with a gain of t(25) = 4.520, p < 0.000. The conclusion of this research is that there is an influence of the problem-based learning model on the metacognitive knowledge and learning outcomes of class IX SMP students.

대학생 TBL·PBL 학습 과정에서 팀 내 과업 갈등이 집단효능감에 미치는 영향 연구

Objectives This study utilized a multilevel approach to investigate the influence of task and relationship conflicts among college team members on collective efficacy during university TBL and PBL classes.
 Methods Over a span of 10 weeks, a total of 176 students were organized into 25 teams participating in a uni-versity calculus mathematics course, which was conducted using TBL and PBL methodologies. At the conclusion of the course, a survey was administered. The study employed a cross-level interaction analysis with random slope models.
 Results The study revealed a significant cross-level moderation effect in the relationship between individual-level task conflict and collective efficacy moderated by team-level relationship conflict. In teams characterized by high relationship conflict, there was a positive correlation between team members' task conflict and collective efficacy. Conversely, in teams with low relationship conflict, team members' task conflict had little impact on collective efficacy. Relationship conflict negatively and significantly affected collective efficacy at both individual and team levels.
 Conclusions This study empirically demonstrated that the influence of team members' task conflict on collective efficacy varies depending on the level of team relationship conflict. This underscores the importance of effective communication during periods of relationship conflict in teams. The study discusses implications for TBL and PBL for both scholars and practitioners.

A Study on the Influence of PBL Class on Physical Therapy Student’s Creative Problem Solving Competence, Class Participation and Self-Efficacy: Focusing on the Therapeutic Exercise & Practice Subject

A Study on the Influence of PBL Class on Physical Therapy Student’s Creative Problem Solving Competence, Class Participation and Self-Efficacy: Focusing on the Therapeutic Exercise & Practice Subject

SIRI Learning Model in Empowering Biology Students' Critical Thinking

This research aims to investigate the influence of the SIRI learning model, namely learning based on integrated problem solving in Indonesian Siri' culture in improving the critical thinking skills of biology students. This experimental research was conducted with a pretest-posttest nonequivalent control group design and involved 109 biology students at Universitas Negeri Makassar, Universitas Pendidikan Mandalika, and Universitas PGRI Sumatera Barat, Indonesia. Data was collected using a critical thinking skills essay test. A critical thinking skills rubric was used to assess student answers and the results were analyzed using ANCOVA at a significance level of 0.05. Research findings show that there is an influence of the SIRI learning model on the critical thinking skills of biology students. The LSD test results show that the critical thinking skills of the SIRI class are significantly different from those of the PBL class and conventional class. It was concluded that the SIRI learning model could improve biology students' critical thinking skills.

Improved PBL Hybrid with LBL is Benificial to Fundamental Knowledge Acquisition in a Large Class Prior to Medical Internship

Since pre-internship medical students appeared inefficient in acquiring fundamental knowledge in large classes, a hybrid instructional method of problem-and-lecture-based learning (PLBL) was designed to leverage the complementary strengths of PBL in reasoning under minimal guidance and LBL in immediate knowledge retention. We improved PBL (IPBL) in its instructional process and grading in a way that’s feasible in large classes, divided in IPBL almost 50 students into 7-10 squads as a figure simulating student counts in classic PBL class to strive for each squad member to achieve the same level of knowledge, and applied IPBL to about half of the instructional contents while LBL to another half for their complementary strengths. In this case, PLBL led to more number of test questions correctly answered by all students in a class, more students in higher test score buckets, and higher student perception scores on the methodology. PLBL facilitates fundamental knowledge acquisition in large classes within 50 students prior to medical internships.

융합교육(STEAM) 수업 동향 및 키워드 네트워크 분석 연구

Objectives The purpose of this study was to analyze trends in interdisciplinary education by focusing on elementary and middle school STEAM classes and to identify specific attributes inherent in STEAM instruction.
 Methods To achieve the research objectives, we analyzed trends in STEAM education instruction and conducted keyword network analysis. The “Excel” and “Textom” program was used as a research tool. Also, research types, grade levels, instructional objectives, utilized technologies, subjects, teaching methods, and instruction effects were examined by utilizing framework divided into external and content dimensions.
 Results The findings of this study are as follows: Firstly, research on STEAM instruction has been consistently conducted from 2011 to September 2022, primarily published in academic journals covering topics such as information, technology, practical arts, science, and art. Main keywords revealed terms such as education, integration, class, program, science, elementary, and technology. Secondly, research on STEAM instruction consisted of empirical studies. The grade levels involved were elementary school, middle school, and high school, in that order. The primary objective of STEAM instruction was curriculum education, involving various subjects with a particular emphasis on science. A total of 61 different technologies were introduced and applied to STEAM instruction, including robotics, VR, AR, AI, and 5G, indicating an observation of technological trends through STEAM instruction. PBL classes revolving around problems or projects constituted the majority of STEAM instruction, and the effects of STEAM instruction encompassed class satisfaction, problem-solving ability, creativity, and more.
 Conclusions This study examined trends in STEAM instruction, providing significance through the differentiation and analysis of external and content dimensions. Given that the study focused on analyzing actual STEAM instruction, it will aid in understanding and referencing practical aspects such as trends in STEAM instruction and curriculum composition for STEAM instruction.

다문화 놀이프로그램 개발을 통한 예비유아교사의 다문화 인식 탐색

This study, 2nd grade students from the Department of Early Childhood Education at S University in G City developed a multicultural play program through PBL classes, and explored changes in students' multicultural awareness during the development process. As a result of study, the multicultural play program developed by students enabled a play-experientaial understading of diversity, moving beyond a tourism-oriented approach. This multicultural program reflected the play-oriented Nuri curriculum, and resulting in a reduction of biases towards multiculturalism. Students' perception of multiculturalism changed as they realized that multicultural preschoolers were no different from their peers. They also recognized that excessive consideration and kindness towards multicultural individuals could lead to discomfort. Despite feeling anxious about how well they could interact with multicultural individuals after the multicultural education class, they acknowledged the importance of multicultural competencies in the future and expressed their willingness to apply what they had learned. For future research, it is suggested to utilize the compilation of play activities and analyze the outcomes to develop a practical and systematic multicultural program.

실천적 지혜에 기반한 대학 PBL수업에서 교수자의 역할

Objectives The purpose of this study is to explore the role of the professor based on Phronesis, enabling them to consider the particularities of various PBL class situations in universities and make informed judgments on the best alternatives.
 Methods In order to understand the essence of the challenges faced by professors in their role in university PBL classes, phenomenological research was conducted to uncover them. Based on this, a new perspective was presented on the role of the professor, grounded in Phronesis. Furthermore, drawing on this, the role of the professor was derived, infused with Phronesis, in a step-by-step manner in university PBL classes.
 Results Based on Phronesis, the characteristics of a professor in university PBL classes have been derived into five types: (1) Optimal judgment, (2) Situation handling, (3) Reflection, (4) Communication and empathy, and (5) Flexibility. Based on these characteristics, the role of a professor grounded in Phronesis in university PBL classes was proposed in a step-by-step manner: pre-class, in-class, and post-class. In the pre-class phase of university PBL classes, the role of a professor based on Phronesis includes being a problem designer who seeks consensus through optimal judgment in problem design, a problem situation developer who fosters communication and empathy through understanding of learners, and an expert instructional designer who engages in reflection for effective lesson planning. In the in-class phase, the role of a professor based onPhronesis includes being a facilitator who coordinates problems and adapts to situations, a learning guide who demonstrates flexibility by proposing appropriate alternatives, a collaborative learner who promotes cooperative problem-solving through reflection, and a learning facilitator who stimulates self-directed learning through communication and empathy. In the post-class phase, the role of a professor based on Phronesis involves being an experienced and flexible advisor who provides advice based on a wealth of experiences and an evaluator who offers professional feedback through optimal judgment.
 Conclusions The significance lies in providing insights into the role of the professor in each stage of the class, based on Phronesis, enabling them to make accurate judgments and take appropriate actions in response to various situations that may arise in university PBL classes.

대학생의 자기이해도 집단 유형에 관한 연구

Objectives The purpose of this study was to classify latent groups of self-understanding among college students who participated in a PBL class using latent profile analysis (LPA) and to explore the factors that affect this classification.
 Methods To achieve these objectives, we collected samples from the ‘5th year KEEP II: Korea Education & Employment Panel II’. The variables selected to investigate the factors influencing the classification were ‘PBL class satisfaction’, ‘major satisfaction’, ‘campus life satisfaction’, and ‘life satisfaction and freedom’.
 Results The results of this study are as follows: First, self-understanding types were classified into three categories: ‘low level’, ‘middle level’, and ‘high level’. Second, significant differences were found in ‘PBL class satisfaction’, ‘major satisfaction’, ‘campus life satisfaction’, and ‘life satisfaction and freedom’. The ‘high level’ group showed the highest levels in all factors. The ‘middle level’ group demonstrated overall levels above average but relatively lower levels of ‘goal execution’. Finally, the ‘low level’ group exhibited low levels in all measured variables, particularly in factors related to decision-making.
 Conclusions This study is significant in that it examines the characteristics of learners with high and low levels of self-understanding, specifically focusing on those who experienced a specific class type, PBL. Therefore, we suggest that instructors should identify and implement teaching strategies and learning activities that promote self-understanding and enhance the effectiveness of PBL.

THE EFFECT OF PROBLEM BASED LEARNING AND GROUP INVESTIGATION LEARNING MODELS ON IPS LEARNING OUTCOMES

The aim of the study was to determine the difference in the effect of the Problem Based Learning and Group Investigation models on the interest and learning outcomes of Social Sciences Elementary School students in Region II, Barru District, Barru Regency. This type of research is pretest-posttest control group design. The number of samples in this study were 19 people, consisting of 15 people from the PBL class and 14 people from the GI class. The data collection method used was a learning achievement test to measure learning outcomes, a questionnaire to measure learning interest, and documentation. Data analysis techniques used are descriptive statistical approaches and inferential analysis, and hypothesis testing. The research results obtained were the Manova hypothesis test which was 0.189 0.05 which means that H1 was rejected Ho was accepted, that is, there was no difference in the PBL and GI models on interest, and social studies learning outcomes for elementary school students Region II, Barru District, Barru Regency. So it can be concluded that learning using the PBL and GI learning models can influence the interest and learning outcomes of social studies class V students, Barru District, Barru Regency

한 외식관련학과 교수의 바리스타실무수업 PBL학습법 적용에 대한 자문화기술지

This study describes the subjective story of the 'me' experienced with applying the PBL learning method to students majoring in food service-related studies at university and the process of barista practical class experience through autoethnography. Through this process, as a teacher, I reflected on myself for my teaching process and presented an insight into the educational meaning and value. As a personal record of my PBL class experiences, I listed the following: exploring PBL learning methods, applying the PBL teaching model, and confirming the effectiveness of the PBL learning methods. In college courses related to food service, using the PBL teaching method can help secure the necessary expertise and enhance competency while providing suggestions for improvements as follows. First, it is necessary to present learners with scenarios of problems closely related to the industry and develop a model for the industry-academia PBL teaching method. Second, in a PBL class, an instructor should intentionally organize teams and be a facilitator to encourage collaborative learning among students. Third, it is necessary to hold PBL teaching workshops where the collaboration and creativity that characterize the PBL teaching method can be effectively applied and to support teaching and learning in the operation of PBL classes.

A Study on the Effectiveness of PBL Classes Focusing on Solving Community Problems for Education for Sustainable Development

This study aims to reveal the effectiveness and significance of PBL classes through the analysis of a PBL class case centered on community problem solving for education for sustainable development . This study utilized a case study of a PBL class in the course “Reading the World Made with Empathy,” which was designed under the theme of the 11th goal of the SDGs, “Sustainable Cities and Communities,” as a tool for analysis. The learning goal of the PBL class is to cultivate ESD core competencies through community problem solving project activities.The results of the t-test for the evaluation of ESD core competencies showed a significant difference in the mean values of competencies before and after the training, which proved that ESD core competencies improved after the training. There are three aspects of significance in the evaluation of reflection through the analysis of reflection records. First, through team activities of cooperation and feedback, the cognitive capacity of interconnectedness to relate local issues to oneself was expanded. Second, social responsibility and socio-emotional competencies were cultivated through field trips to allow for the students to deeply empathize with local issues and to get a sense of solidarity with the community. Third, the motivation and willpower to cultivate problem-solving skills and practical action capabilities were enhanced by deriving the results of the S-VALLEY project, which solved practical problems for the sustainable development of the region.Therefore, this community problem solving oriented PBL class is expected to provide meaningful implications for the expansion of ESD in universities and the development of practical education programs in terms of fostering the core competencies pursued by ESD and by encouraging participation and action in community activities.

Virtual versus paper-based PBL in a pulmonology course for medical undergraduates

BackgroundProblem-based learning (PBL) remains a valid and effective tool for small-group medical education. Using Virtual patients (VP) case simulation in PBL is a recognizable educational method that has successfully prepared students to focus learning on core information that uses realistic patient-based cases relating to everyday clinical scenarios. Using other modalities as the virtual patient in PBL instead of the paper-based methods remains debatable.This study aimed to evaluate the effectiveness of using VP case simulation mannequin in PBL versus the PBL in paper-based cases in improving the cognitive skills by comparing the grades of a multiple-choice question test and assess its ability to reach students' satisfaction using questionnaire with Likert survey instrument.MethodsThe study was conducted on 459 fourth-year medical students studying in the pulmonology module of the internal medicine course, Faculty of Medicine, October 6 University. All students were divided into 16 PBL classes and randomly divided into groups A and B by simple manual randomization. The groups were parallel with a controlled cross-over study between paper-based and virtual patient PBL.ResultsThe pre-test showed no significant difference between both, while post-test scores were significantly higher in both VP PBL cases 1 discussing COPD (6.25 ± 0.875) and case 2 discussing pneumonia (6.56 ± 1.396) compared to paper-based PBL (5.29 ± 1.166, 5.57 ± SD1.388, respectively) at p < 0.1 When students in Group A experienced PBL using VP in case 2 after paper-based PBL in case 1, their post-test score improved significantly. (from 5.26 to 6.56, p < .01). Meanwhile, there was a significant regression in the post-test score of the students in Group B when they experienced the paper-based PBL session in case 2 after using PBL using VP in case 1, (from 6.26 to 5.57, p < .01). Most of the students recommended using VP in PBL as they found VP was more engaging and inducing concentration in gathering the information needed to characterize the patient’s problem than in a classroom- paper-based cases session. They also enjoyed the teaching of the instructor and found it a suitable learning style for them.ConclusionImplementing virtual patients in PBL increased knowledge acquisition and understanding in medical students and was more motivating for students than paper based PBL to gather the needed information.

Effects of Project-Based Learning with Project Guide E-book on Critical Thinking and Metacognitive Skills: A Case from Undergraduate Biology Students in Genetic 1 Course

Critical thinking skills bears a fundamental role in students’ thinking process and achievement. Meanwhile, the cornerstone of critical thinking is a metacognitive activity that has a substantial function in measuring and evaluating the obtained information, as well as learning from the experience. This study aims to examine students’ critical thinking and metacognitive skills before and after they participate in the PBL classroom using a project guide e-book for the genetic one course. The student’s critical thinking skills were assessed using written tests using open-ended question items. Further, the obtained scores were analyzed using paired t-test. The data analysis suggested an increase in students’ metacognitive and critical thinking skills after they attended the PBL class using the PBL-based project guide e-book for genetic 1. This increase was shown from the 0.000&lt; α (α = 0,05) significance score of paired t-test. Thus, the PBL-based project guide e-book for the genetic 1 course is capable of enhancing students’ metacognitive and critical thinking skills.

Students’ Mathematical Representation Ability in Cooperative Learning Type of Reciprocal Peer Tutoring from Learning Style

This study aims to analyze whether the Cooperative Learning type of Reciprocal Peer Tutoring (RPT) is effective in enhancing students' mathematical representation abilities, whether it is more effective than PBL in enhancing students' mathematical representation abilities, how learning styles influence students' mathematical representation abilities in Cooperative Learning type of RPT, and to describe the ability of mathematical representation in terms of learning styles in Cooperative Learning type of RPT. The research method used was a mixed method, and the design used was sequential explanatory. The sampling technique used was random sampling by class. The results showed that: (1) the ability of mathematical representation in the Cooperative Learning type of RPT achieved classical completeness; (2) the average mathematical representation ability in the Cooperative Learning type of RPT was higher than that of PBL; (3) the proportion of completeness of mathematical representation ability in Cooperative Learning type of RPT was higher than that of the PBL class, indicating that Cooperative Learning type of RPT is more effective in enhancing mathematical representation abilities; and (4) there is a positive influence of learning styles on students' mathematical representation ability in Cooperative Learning type of RPT. Subjects with visual learning styles are able to fulfill visual and verbal indicators and tend to be able to fulfill symbolic indicators. Subjects with auditory learning styles tend to be able to fulfill visual and symbolic indicators but tend to be less able to fulfill verbal indicators. Subjects with kinaesthetic learning styles are able to meet visual indicators.

The Applications of Problem-Based Learning Method in China’s High Schools Science Teaching

In the current educational research, it is crucial to investigate how to reasonably and effectively use teaching methods to complete classroom teaching tasks. The problem-based learning method, which takes “problems” as the carrier, creates problem situations, raises problems, analyzes problems, and solves problems, which is more effective for implementing teaching. This paper reviews the applications of PBL in science teaching in China’s senior high schools in recent years. The findings of the thesis are the following: 1) PBL teaching mode not only stimulates students’ learning interest and initiative but also improve students’ abilities to analyze and solve problems. 2) PBL teaching method improves students’ language expressive abilities. 3) adopting PBL teaching method can improve students’ critical thinking. Nevertheless, in the process of using PBL there are some shortcomings. From the perspective of most teachers, they are influenced by the traditional teaching mode so it is difficult for them to use PBL. Due to the limited teaching time, the assessment mode of PBL is too simple. Therefore, this study put forward some suggestions to improve PBL classes. First, teachers should look for the life phenomena related to the subject and find some teaching materials. Second, schools need to provide experimental equipment to encourage students to practice. Third, teachers should design questions with difficult coefficients to inspire students’ thinking. This paper objectively summarizes the examples of PBL science teaching in Chinese high schools, analyzes the advantages and disadvantages, and puts forward suggestions for improvement, which is conducive to promoting teachers’ thinking about PBL science teaching and promoting the applications of PBL teaching mode in Chinese high schools’ science classes.

항공서비스 전공 교과목의 PBL(Project-Based Learning) 수업모델 적용에 따른 학습효과에 관한 연구

This study was conducted to verify the effectiveness of the PBL learning method to improve the learning ability of aviation service students. For the study, classes were conducted for 15 weeks for 59 college students majoring in aviation services. Through the survey, the effects before and after learning were compared, and in-depth interviews were conducted with four students. The results are as follows. First, it was found that self-directed learning ability, learning commitment, problem-solving ability, and self-efficacy were improved. Among them, learning commitment was found to have improved the most. Second, as a result of conducting in-depth interviews with students, they thought PBL classes were very necessary, and their learning attitudes changed and they felt a sense of achievement. This study is meaningful in that it revealed the results by exploratory and qualitative research on the improvement of students

대학 기초글쓰기 교과목의 PBL 적용 수업 사례 및 효과 탐색

Objectives This study aims to explore the effectiveness of PBL on basic writing courses in college with an introduction to a case study of PBL writing classes as an alternative to improve creative problem-solving ability with writing skills.&#x0D; Methods For 243 university students in Gyenggi-do, PBL classes were operated for 7 weeks out of 15 weeks of basis writing courses non-face-to-face and face-to-face in the 2nd semester of 2021 and the 1st semester of 2022, respectively. With the detailed report of the class cases that carried out the two projects, the students' reflection journals, self-evaluation and peer evaluation, and the survey on the effectiveness of PBL classes, including the final lecture evaluation, were analyzed quantitatively and qualitatively.&#x0D; Results As a result, almost all the students reported that they became to have a positive attitude toward writing through empirical learning by establishing an intimate cooperative relationship, recognizing problems to be solved in the context of their lives, and deriving solutions by connecting theory and practice while working on the projects. They also showed very high satisfaction with the PBL classes.&#x0D; Conclusions As an alternative to lecture-style classes that can make students familiar with passive learning participation, PBL classes need to be highly considered because PBL is key to creating an organic learning community that fosters problem-solving and communication skills, which can be attained through various scaffolding strategies and multimedia tools that promote self-directed learning, communication, and collaboration.

‘현장연구 기반 마케팅 전략 수립’ 실습프로그램 개발 실행연구

Objectives The purpose of this study is to develop the practice program of ‘Establishment of marketing strategy based on field research’ for the face-to-face and non-face-to-face ｢Principles of Marketing｣ PBL classes, respectively.&#x0D; Methods After developing a practice program according to the meaningful learning experience-oriented course design method, it was operated for 4 years (2 years of face-to-face class, 2 years of non-face-to-face class), and has been improved through action research. The researcher's participant observation log (reflection diary), student's learning log and interview data were analyzed using content analysis methods. Causal chains analysis and class structure analysis were also applied.&#x0D; Results The practice program used two linked PBL modules: From the perspective of a company, each team 1) finds consumer pain points based on field research results and 2) establishes marketing strategies that can resolve/improve them. The face-to-face class program focused on problem-solving practice based on field research data. The non-face-to-face class program was structured around the use of CIT (critical Incident Technique) and mini-survey in connection with ZOOM-based interviews instead of participant observation. In the final non- face-to-face ｢Principles of Marketing｣ class to which this method was applied, the result of the lecture evaluation portrayed a high satisfaction level (98.8/100 points).&#x0D; Conclusions The final completed non-face-to-face class and face-to-face class practice program was presented using the ‘course structure diagram’ to make it easier to understand the overall structure. Methods of application in mixed classes (classes using both face-to-face and non-face-to-face instruction), which are expected to increase in the future, are also presented.

문제중심학습이 수업이 문제해결능력, 의사소통능력, 비판적 사고성향에 미치는 효과

Objectives The purpose of this study was to determine the effects of Problem-Based Learning class on problem solving ability, communication competency and critical thinking disposition in economics class.&#x0D; Methods In this study, PBL was applied to the Economic Analysis class for 8weeks. The subjects of this study were 23 students of one university. The collected data were analyzed by paired t-test with SPSS 27.0.&#x0D; Results After PBL classes, the subject’s problem solving ability(t=3.794 p=.001) was significantly improved. There was a significant difference in communication competency compared to before classes(t=2.415, p=.024). In addition, critical thinking disposition(t=3.372, p=.003) was significantly improved.&#x0D; Conclusions This study provides evidence that PBL class is effective teaching and learning method for problem solving ability, communication competency and critical thinking disposition in economics class.