Potential Of Problem-based Learning Research Articles

Teaching entrepreneurship in higher education: The application active based learning activities to environmental protection

This proposal, based on curricular innovation, addresses the need to improve entrepreneurship education and the transition from theoretical to hands-on constructivist activities by addressing an unresolved problem such as environmental protection. The descriptive study considers the potential of Problem-Based Learning (PBL) and STEM (Science, Technology, Engineering and Mathematics) as action-based higher education teaching activities to support advance entrepreneurial education of all students in a set of beneficial practices. Working in teams, students faced the challenge of applying their knowledge in practice and gained the satisfaction of using attractive, innovative and motivating activities to describe and develop prototype eco-friendly shopping bags. The study fills a gap in the literature by providing the precise in-class methodology for applying of a practical exercise with the introduction of the Triple Bottom Line (TBL) and the Triple Helix Model (THM). The principal finding was the students succeeded in acquiring support to sell their prototype bags within the community with the municipality and industry cooperation. This approach would be suitable for application in different teaching environments, including MBA and executive entrepreneurship programs.

DISTANCE INSTRUMENT EDUCATION WITH THE PROBLEM-BASED LEARNING MODEL IN COVID – 19 PANDEMIC (VIOLONCELLO EXAMPLE)

The aim of this research is to examine the effect of distance (online) instrument training in problem-based learning model for violoncello education on the performance and academic success of cello students during the coronavirus (Covid 19) epidemic. A single group pre-test-post-test design was used in the study, which was carried out in a trial model and in which quantitative data were collected. The study group consisted of a total of 6 cello students studying at Karabük University Safranbolu Fethi Toker Fine Arts and Design Faculty Music Department in the 2020-2021 academic year. “Cello Knowledge Test” and “Rubric” were used as data collection tools. Single group (uncontrolled) pre test-post test data were analyzed with Wilcoxon and Friedman tests, which are non-parametric methods that are used to compare data that do not show normal distribution. According to the quantitative findings, it was observed that the scores obtained from the knowledge test and the rubric, As a result of the research, it is suggested that the potential of problem-based learning should be investigated further by music educators and researchers should apply the problem-based learning model in distance or face-to-face education with different scenarios and different materials. Keywords: Covid 19, Distance Education, Problem Based Learning, Cello Education, Collective Instrument Education

Mediating roles of ability beliefs and intrinsic motivation in PBL and engagement in practical skills relations among electrical/electronic education undergraduate

ABSTRACT The need to determine the mechanisms of change that explain why problem-based learning (PBL) interventions are effective necessitated this study. The current study draws on survey responses from 78 electrical/electronic technology education undergraduates at public universities in southeast Nigeria to test the hypotheses suggested. Hierarchical Multiple Regression results indicate that students’ ratings of PBL associated positively with engagement in practical skills acquisition (EPSA) as well as with intrinsic motivation and students’ ability beliefs. Also, mediation analysis suggests that intrinsic motivation and ability beliefs mediate PBL experiences and student EPSA. Our results highlight the critical potential of PBL for increasing student EPSA. Therefore, for technical students and educators, technical administrators, and policymakers who seek effective ways of improving the teaching and learning of practicals, this study provides essential information.

Mission to Planet Markle: Problem-Based Learning for Teaching Elementary Students Difficult Content and Practices

Young children can struggle to learn difficult disciplinary content and important skills for practicing science. Problem-based learning (PBL) may be useful for addressing such difficulties, yet evidence to support its usefulness in elementary school-aged children is limited. We considered the role of a PBL unit in improving students’ genetics content understanding and their skills specific to creating arguments with coordinated claims, evidence, and reasoning. First- through fifth-grade students participated in a 6-week PBL unit about evolution and genetics. Students worked in mixed-age groups and were charged with illustrating a fictitious alien species, called markles, based on a series of facts they collected about factors expected to impact markle adaptation. This work was particularly unique in its assessment of student groups’ illustrated design solutions as arguments. Although students demonstrated weaknesses in coordinating claims and evidence overall, they were able to demonstrate success in gaining difficult genetics content knowledge and in preparing arguments with, at minimum, two components of well-constructed arguments, in most cases, providing a claim supported by reasoning. This work is informative for understanding student abilities, the potential of PBL, and considerations for its use.

Ampliando os Benefícios do PBL: Um “Bom” Problema

This study addresses the characteristics of a “good” problem for a management accounting course that applies the Problem Based Learning (PBL) method, in which undergraduate students are expected to define their own problems. In this case, PBL is applied as an integrative discipline, from the middle to the end of the course. The innovation is to take advantage of students’ practical knowledge and context and to expand the potential of PBL, including the identification and design of a problem, as well as the solution supported by the literature. The empirical part takes place in class groups of students, using the “action research” methodology. We particularly focused on the intrinsic and utility characteristics of good problems of 17 groups that attended the course in 2014 and 2015. The main implications of the study are: (i) highlight an opportunity to broaden the potential benefits of PBL by better characterizing a good problem for the PBL approach; (ii) discuss critical issues for PBL which are different from the traditional approach; (iii) use the eleven characteristics for a good problem in PBL in a segmented manner; and (vi) provide evidence that the role of the professor requires adaptation due to the level of uncertainty this approach encourages.

Problem-based learning: Where are we now?

The definition of problem-based learning (PBL) as an educational concept is as elusive in 2008 as it has been since the concept was first expressed over forty years ago. A definitive guide to the practice of PBL is equally elusive. Like all worthwhile educational ideas, PBL has proved attractive to those teachers who seek improvements for their courses. Its appeal has transcended the traditional boundaries in formal education so that there are examples of PBL from primary to tertiary education, and across many disciplines within these. Dissemination, however, has wrought confusion in understanding and practice, and consequent difficulties for researchers in evaluating its efficacy, and lack of clear advice for those who would like to adopt PBL. Rather than attempting to be definitive, this Guide explores the various interpretations and practices that claim the label PBL, and critiques these against the original concept and practice. The primary aim is to provide insight into the causes of the confusion about PBL in 2008. The second aim is to point a feasible way forward so that, where appropriate, the potential of PBL as a whole-of-curriculum concept may be realised; and, where it is not possible to implement the whole concept, worthwhile educational principles that have been associated more or less with PBL may be recognised as such and given value in their own right.

Transatlantic Collaborative Teaching and Learning via Information and Communications Technology

The overall aim of this project was to investigate the potential of problem-based learning (PBL), supported by information and communications technology (ICT), to develop key, transferable and requisite skills and knowledge, which are critical for practice as an occupational therapist. This paper provides an evaluation of the potential of the ICT employed in the study to enhance learning and teaching.The project entailed a transatlantic collaboration between the faculty members and students of The Robert Gordon University, Aberdeen (RGU), and the University of Wisconsin, La Crosse (UWL). Thirty students participated in the project. The ICT employed in the project included videoconferencing, email and computer-mediated conferencing (online discussion forum).The faculty members of the participating institutions generated a PBL case. The students received the case material by staged release via the virtual community and worked on developing appropriate assessment, treatment and resettlement strategies in geographical groupings, supported by email and the online discussion forum. They met and discussed their findings via videoconferences.The findings demonstrated that the ICT used was robust and provided a viable means of delivering the project content. The participants viewed the technology positively and their confidence and skills in using the technology progressed during the project.

Indeterminate problems: exploring the potential of problem-based learning in conservation education

This paper explores the potential of problem-based learning as one solution to the dilemmas facing conservation educators as a result of the rapidly growing knowledge base of the discipline, changing institutional contexts, and pressures to make more efficient use of available resources. Founded on the principle that learning is most effective when active and undertaken in the context in which the knowledge gained will be used, problem-based learning is viewed by its supporters as a means of addressing many of the shortcomings inherent in conventional subject-based methods. A definition of problem-based learning is provided along with a brief overview of its origins. The aims and outcomes of the approach are explained and illustrated through an outline of a problem-based learning programme. The paper concludes with an evaluation of some aspects of the approach that suggest it may be a useful alternative to the educational methods currently used in conservation education.