Problem-based Approach Research Articles

Enhancing Students’ Voice from A Meaningful Presentation

The new curriculum adds presenting as one of the skills in language subjects including English. The practice aimed to find out the effectiveness of presenting skill in enhancing students’ voice to communicate. The practice applied qualitative design by using a problem-based approach. The focus groups of participants were 8th grader students in Brighton Junior High School, Depok. Problem-based approach helped students to figure out the topic that found their interest and helped them to figure out the important topics to be presented to their teacher. The topics that were found by students not only presented as a description but as a suggestion, critics and an offering to be applied at school. Therefore, a meaningful presentation is a further way for students to express their idea in a good way, so that teachers could show their care towards students’ voice. Problem-based approach could be the best way to let students explore their surroundings and build their empathy. Furthermore, the topics that they have found can be facilitated by the teacher to be presented to the school leaders as their consideration to apply it.

Flatline: Evaluating the Effectiveness of Entrepreneurship Education to Increase Students’ Entrepreneurial Intention

Entrepreneurship is a fundamental driver of economic development, critical for poverty reduction and for sustainable development. However, entrepreneurship education (EE) growth has occurred without a corresponding increase in students engaging in entrepreneurship. This research contributes to the gap in the literature on understanding how to develop entrepreneurs by examining the impact of EE on students’ entrepreneurial intention. Using the Theory of Planned Behavior, we evaluated changes in students’ intentions to become entrepreneurs after taking a hypothetical-based course in five universities in five countries. We found a flatline of entrepreneurial intention across all schools. EE had no positive impact on student intention to become an entrepreneur after taking an entrepreneurship course. This research provides more effective options for EE. Problem-based approaches, relying on concrete experiences, better align how entrepreneurs learn to be entrepreneurs. This is the first study that analyzes the impact of EE on entrepreneurial intention comparing different countries using similar hypothetical-based assignments, identifying the misalignment of how entrepreneurs learn and how EE is commonly taught.

Angażujące wykłady. Filozofia poprzez istotność i aktualność

The article addresses the challenge of student engagement in undergraduate lectures on philosophy. It presents a variation of the problem-based approach to course design, proposing an emphasis on relevance and recency as effective means for drawing students into the material, while also helping them to understand that philosophy is very much alive today. Two example modules are also provided to illustrate the idea – one concerning personal identity and the other concerning existentialism. They can be adapted and integrated into existing courses outright, or they may be used as models informing the development of new modules exploring different issues.

Effective Air Traffic Control Learning: New Approaches and Innovative Methods

This research discusses more effective Air Traffic Control (ATC) learning through new approaches and innovative methods. The new approaches described include project-based, problem-based, skill-based, and game-based approaches. Meanwhile, the innovative methods discussed include simulation, virtual reality (VR), and augmented reality (AR). Factors that influence the effectiveness of ATC learning are also discussed, including the ability of instructors, facilities, and student motivation. This research used qualitative methods by conducting interviews with 10 ATC personnel and 10 ATC instructors, and performing a Two Sample Mean Test on 96 ATC students in Indonesia. Based on the analysis, it was found that innovative methods and new approaches can improve the effectiveness of ATC learning compared to Conventional methods. However, further research is needed to deepen the use of technology in ATC learning.

Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education

South African Higher Education Institutions (HEIs) are undergoing a digital revolution, facing challenges from social, historical, and cultural diversity and low schooling backgrounds. Incorporating digital technology into teaching and learning has become essential, yet a notable digital divide persists. Students with Information Communication Technology (ICT) skills perform better in higher education compared to those from resource-restrained or marginalized communities, such as Pinetown, Durban, South Africa. This research aims to equip learners and teachers in South Africa to adapt to the rapid pace of technological change while examining the pedagogical approaches of matric teachers in digitally preparing matric learners for HEIs. A quantitative research approach was utilized to collect primary data from a sample of 363 teachers across 25 high schools in Pinetown, selected based on Krejcie and Morgan’s (1970) methodology, ensuring an appropriate representation for the population of 1,300. A high response rate was achieved, facilitated by a pilot phase that clarified the research subject for participants. In addition to primary data, relevant secondary literature was also utilized. The findings revealed that a majority of teachers prefer problem-based and project-based pedagogical approaches and acknowledge the benefits of an online learning environment. These results indicate that most teachers are capable of digitally preparing matric students for higher education. Therefore, problem-based and project-based teaching and learning approaches should be emphasized in the field of digital technology. It is also recommended that teachers and lecturers in HEIs utilize online platforms to enhance the curriculum. Keywords: Digital pedagogy, Higher Education, Digital divide, ICT skills, South African education, Problem-based learning, Project-based learning

Influence of Teaching Strategies in Developing Critical Thinking Skills: A Review

This study aimed to review existing primary and secondary resources to make all stakeholders aware of the influence of different teaching strategies on fostering critical thinking in students. A specific criterion was set out by the researcher like the scope of the study, language, year of publication, nature of the journal, etc. The researcher searched out articles that duly fulfill the required criteria. After a review of those articles, findings explored multiple teaching strategies that may have a positive influence on students in making them critical thinkers. From this review, the most effective teaching strategies include the use of fairy tales, problem-based approach, collaborative learning, Socratic questioning, inquiry-based learning, and argument mapping, etc. The researcher suggested adopting multiple teaching strategies to enhance critical thinking skills in students.

Structural-mathematical thinking and its development in teaching Mathematics

Abstract The paper highlights the content and components of structural-mathematical thinking, substantiates its classification basis and establishes typological characteristics. In the conceptual-categorical section of the present study, structural-mathematical thinking is introduced as a form of theoretical thinking that embodies the specifics of mathematical comprehension of reality. The content as well as structural and functional characteristics of the phenomenon under study represent the content and components of the mathematical structure. Hence, the adherence to the deductive nature of Mathematics was ensured in the study, also emphasizing the phenomenological characteristic of structural-mathematical thinking regarded as the ability to reflect reality in accordance with the content components of the mathematical structure. Taking into account the theoretical advances, using the system approach and the modeling method, a model of developmental-conceptual teaching of Mathematics was elaborated. By considering the theoretical advancements and applying both a systemic approach and modeling method, a model for instructing Mathematics in a developmental-conceptual approach was elaborated, which represents a problem-based approach and develops students’ structural-mathematical thinking. The crux of teaching Mathematics through a developmental and conceptual approach lies in creating a framework that addresses the three-fold challenge of problem-solving ↔ competency-building ↔ problem-solving proficiency. Taking into account the addressed issue, the paper elicits the outcomes of a pilot study how structural-mathematical thinking is manifested by the would-be teachers of Mathematics. Furthermore, the efficacy of the authors’ approach to its enhancement is experimentally validated.

The Role of Teachers as Philosophers in Madrasah Education: Qualitative Analysis of Teaching Practices at MAS Babul Khairat

This research analyzes the role of teachers as philosophers at MAS Babul Khairat, the teaching practices implemented, and the challenges faced. The findings show that teachers at this madrasah not only function as academic teachers but also as moral and intellectual mentors who integrate Islamic values ​​in teaching. They use a variety of innovative methods, such as discussions, group projects, and problem-based approaches, to encourage students' critical and reflective thinking. In addition, teachers act as role models in everyday behavior, which helps students understand and apply ethical values ​​in their lives. However, the research also identified a number of challenges faced by teachers, including limited resources, high workloads, lack of ongoing professional training, and pressure to meet high academic standards. These challenges highlight the need for greater support from schools and government, including restructuring teacher duties, increasing educational resources, and ongoing professional training. With adequate support, teachers at MAS Babul Khairat can continue to develop effective and innovative teaching practices, and better play their role as philosophers. This research confirms that with strong commitment and the right support, teachers can create a learning environment that is conducive to students' intellectual, moral and spiritual development.

Energy-aware bio-inspired spiking reinforcement learning system architecture for real-time autonomous edge applications.

Mobile, low-cost, and energy-aware operation of Artificial Intelligence (AI) computations in smart circuits and autonomous robots will play an important role in the next industrial leap in intelligent automation and assistive devices. Neuromorphic hardware with spiking neural network (SNN) architecture utilizes insights from biological phenomena to offer encouraging solutions. Previous studies have proposed reinforcement learning (RL) models for SNN responses in the rat hippocampus to an environment where rewards depend on the context. The scale of these models matches the scope and capacity of small embedded systems in the framework of Internet-of-Bodies (IoB), autonomous sensor nodes, and other edge applications. Addressing energy-efficient artificial learning problems in such systems enables smart micro-systems with edge intelligence. A novel bio-inspired RL system architecture is presented in this work, leading to significant energy consumption benefits without foregoing real-time autonomous processing and accuracy requirements of the context-dependent task. The hardware architecture successfully models features analogous to synaptic tagging, changes in the exploration schemes, synapse saturation, and spatially localized task-based activation observed in the brain. The design has been synthesized, simulated, and tested on Intel MAX10 Field-Programmable Gate Array (FPGA). The problem-based bio-inspired approach to SNN edge architectural design results in 25X reduction in average power compared to the state-of-the-art for a test with real-time context learning and 30 trials. Furthermore, 940x lower energy consumption is achieved due to improvement in the execution time.

Modern Specialist Training Within the Context of the Problem-Based and Informational Approach (Exemplified by Teaching a Foreign Language)

Today’s challenges modern society deal with require the use of an international language to solve problems of an economic, political, scientific, academic, and sociocultural nature. The authors highlight the importance of a foreign language knowledge emphasizing its additional resources for the professional development of future specialists. The paper subject is the process of foreign language teaching within the frame of a problem-based and informational approach while training university students. The authors look at the process of foreign language mastering at different education levels and analyze the components of the discipline work programs such as “Foreign Language”, Foreign Language in Professional Sphere”, “Foreign Language for Scientific Communication”. The paper theoretical significance is presented by the analysis of the basic concepts of problem-based learning and its importance not only for the successful mastering of a foreign language, but also for the successful vocational training of future specialists who meet all the requirements of the global labor market. The authors also substantiate the relevance of foreign language training for students in the frame of the problem-based and informational approach, and also present the specifics of its implementation. The practical significance of the work is demonstrated by the series of problem-based tasks using different models of problem-based situations for teaching foreign language reading and listening. According to the researchers, such tasks can be used both for developing a foreign language communicative competence and professional qualities of future specialists who have creative thinking and are able to cope with any problems in various non-standard situations in different spheres of human activity.

A problem-based approach in the formation of the self-educational competence of schoolchildren (based on the use of digital technology resources)

The article reveals the possibilities of the problem-based approach in solving the problem of the formation of the self-educational competence of schoolchildren. Various ways of influencing the development of their self-educational competence through the preparation of specially selected tasks are offered in lessons, in homework and in individual work with schoolchildren. It is substantiated that in lessons it is expedient from the point of view of the formation of self-educational competence to use typical tasks similar to typical tasks for independent work and creative tasks. It is shown that the use of educational, training and research tasks is productive for organizing homework. It has been revealed that in individual work it will be effective to perform preparatory, trial, basic tasks. At the same time, it has been proven that all the specified types of tasks involve the active use of digital technologies, which will allow for effective organization of educational activities, improve the motivation and cognitive interest of schoolchildren, ensure individualization of learning and create prerequisites for the development of independence of schoolchildren. In lessons, it is advisable to use simple digital applications, digital resources for creating your own content, digital activity environments and digital resources for online communication. It is effective to use digital resources-sources of educational information, tools for self-monitoring and self-diagnosis, as well as resources for creating your own digital content in homework. Digital resources-sources of information, tools for self-monitoring and self-diagnosis, digital activity environments and resources for personalized learning are useful for the individual work of schoolchildren. The article examines the potential of the problem-based approach to the formation of the self-educational competence of schoolchildren. The main components of self-educational competence are considered, namely: motivational-value, substantive-procedural and control-reflective. The impact of the problem-based approach on the development of each of these components is analyzed. It has been determined that the problem-based approach helps to increase students' motivation to study, stimulates their cognitive activity and develops critical thinking

Immersive Technologies as a Tool for Developing Competencies in Surgical Specialties

The main trends in higher medical education are practice-oriented approach, problem-based approach, immersive technologies. The aim of the study was to evaluate the effectiveness of using the virtual multidisciplinary clinic "Dimedus" when conducting classes on the subjects "Surgical diseases in children" and "Pediatric surgery" for students, as well as residents. For the first time in the Siberian State Medical University, practical classes were conducted using the clinic "Dimedus". The results of the study revealed a positive perception, benefit and effectiveness of classes using immersion technologies.

Assessment of Hybrid Problem Oriented Approach in teaching AETCOM module 4.9 in final MBBS curriculum

Background: AETCOM module 4.9 aims to sensitize students to legal aspects of care including negligence. It is a major public health issue related to patient safety. Aims & Objectives: This study was done to assess the effectiveness of the hybrid problem-oriented approach in teaching this module among phase 3 part-2 MBBS students and its perception among students and faculty. Methodology: Module-based educational prospective interventional study involving final MBBS students and faculty of Pediatrics Department. AETCOM Module was implemented as per NMC (National Medical Commission), India suggestions involving 1 hour of sensitization, 3 hours of self-directed learning 1 hour of role play and interactive lecture, and 1 hour of panel discussion. Pre- and post-test scores of pre-validated MCQs to assess knowledge, case closure, reflections and Likert’s scale for perception were recorded. Results: 115 final MBBS students and 6 faculty of the Department of Pediatrics participated. Significant improvement in post-test score of MCQ (mean 6.2 to 7.2 p<0.0001 on Wilcoxon signed rank test) and score on case closure (n=97, 84.3% scoring >80%) was observed. It was well received by students (n=112, 97.4%- satisfied or very satisfied) and faculty (n=5, 83.3%- very satisfied). They also found it useful (n=4, 66.7%). Majority of students strongly agreed that it enhanced understanding (n=88, 76.5%), it was practical (n=92, 80%), interesting (n=88, 76.5%), interactive (n=91, 79.1%) and promoted learning retention (n=78, 67.8%). Conclusion: A hybrid problem-based approach for teaching AETCOM module 4.9 was found to be effective in imparting knowledge and comprehension and it was well appreciated by students and faculty members.

A Cluster Randomized Trial: Mixed Methods Comparison of 2 Approaches to Promote Nonpharmacologic, Resident-Centered Dementia Care in Nursing Homes

ObjectivesNursing home dementia care initiatives have prioritized nonpharmacologic approaches to manage behavioral symptoms. This study compares the effectiveness of 2 nonpharmacologic approaches on resident outcomes. Design and InterventionCluster randomized controlled trial using a convergent mixed methods design to compare the team-based and problem-based approaches to dementia care. The team-based arm received facility-wide training, providing a shared language and knowledge across staff. The problem-based arm received discipline-specific web-based training for certain staff. Setting and ParticipantsResidents living with dementia (n = 2728) in 53 nursing homes; 327 staff. MethodsOutcomes were antipsychotic medication use, behavioral symptoms, rejection of care, and wandering captured with the Minimum Data Set. Exploratory quantitative analysis compared change in outcomes between baseline and 6-month follow-up, across arms using a difference-in-difference model. Qualitative data were collected via staff interviews. Integration of quantitative and qualitative data determined whether these sources provided confirmatory, emergent, or contradictory information on outcomes. ResultsResident wandering increased 3.51 percentage points (95% CI 0.6, 6.4) in the team-based arm compared to the problem-based arm, without increase in adverse events. Data integration confirmed this finding. Staff in the team-based arm described wandering as a positive coping strategy for the resident. We found mixed results for the other 3 outcomes. There was no statistically significant difference in antipsychotic medication use across arms, but staff interviews did reveal differences. There were trends of increased behavioral symptoms in the team-based arm and increased rejection of care in the problem-based arm (neither statistically significant), which were confirmed by qualitative findings. Conclusions and ImplicationsIntegration results suggest a benefit for resident wandering in the team-based approach, compared with the problem-based approach. Although findings are exploratory, training for all nursing home staff that accounts for diverse education and training needs may influence care delivery and have benefits for residents living with dementia.

Comparison of Team-Based and Problem-Based Approaches to Dementia Care in Nursing Homes and Their Effects on Resident Outcomes During the COVID-19 Pandemic: A Mixed-Methods Study

ObjectivesCompare the effectiveness of 2 nonpharmacologic approaches to dementia care in nursing homes on 12- and 18-month resident outcomes, which was after the emergence of COVID-19. Design and InterventionA cluster randomized pragmatic trial, which included an embedded convergent mixed-methods design. Nursing homes were randomized to a team-based (TB) or problem-based (PB) intervention arm. Setting and ParticipantsResidents (n = 2658 at baseline) and staff (n = 327) from 52 nursing homes in the United States. MethodsThe exploratory quantitative analysis used a difference-in-differences model to compare the change in TB arm resident outcomes between baseline, 12 months, and 18 months relative to the PB arm using the Minimum Data Set 3.0. Outcomes included antipsychotic medication use, behavioral symptoms, wandering, and rejection of care. Staff interview data were analyzed in a 3-phase team-based rapid qualitative analysis approach, after which data were integrated. ResultsRejection of care decreased by 5.9 percentage points in the TB arm relative to the PB arm at 12 months (95% CI –11.7 to −0.2). Emergent results indicated that COVID-19 visitation restrictions prevented PB staff from working with families to manage rejection of care as was done before the pandemic, whereas TB staff described using collaboration strategies not hindered by the pandemic. There was no statistically significant difference between arms in antipsychotic medication use, behavioral symptoms, and wandering at either follow-up period. When integrated, qualitative data provided contradictory information on antipsychotic medication use and confirmatory information on behavioral symptoms and wandering. Conclusions and ImplicationsThe exploratory nature and mixed results of the quantitative data analysis limited the ability to determine a clear benefit of one approach over the other. Findings suggest that dementia care delivery faced complex challenges during COVID-19 and required engagement from a broad range of nursing home staff underscoring the importance of equipping all staff with foundational dementia care knowledge.

Secondary School Students’ Engagement with Environmental Issues via Teaching Approaches Inspired by Green Chemistry

Green chemistry refers to the design and application of practices that prevent pollution and promote environmental sustainability. A set of 12 principles make up the core of the green chemistry philosophy, and, since their emergence, they have been implemented in the educational practice of tertiary education. Over the past few years, the green chemistry approach has started expanding among secondary education as well. This review discusses green chemistry teaching experiences in secondary education as reported in 70 scientific publications (from 2002 to the present) that were identified via a literature search. All identified documents were examined and analyzed to map their green chemistry content and relevant environmental issues, the degree of the connection between the chemistry concepts and environmental issues (“environmentalization”), the implemented teaching-learning approaches, and, when applicable, the achieved learning outcomes. Analysis showed that all 12 green chemistry principles were covered within the identified publications, with the ones referring to prevention and the use of renewable feedstocks being the most frequent. The publications touch upon several environmental issues, with the most frequent being those referring to hazardous chemical waste, alternative energy resources, and recycling. Most of the publications correspond to a medium degree of environmentalization. The inquiry-based, hands-on-based, problem-based, context-based, and socio-scientific issues-based teaching approaches were shown to be the most widely used. Regarding the achieved learning goals, those mostly explored were related to the cognitive and affective domains. This comprehensive review may provide a solid foundation for the organization and design of novel curricula that will integrate green chemistry into education for sustainable development programs in secondary education.

Enhancing Algorithm and ProgrammingEducation through Collaborative BlendedLearning: A Problem-Based Approach for FirstYear Students

Enhancing Algorithm and ProgrammingEducation through Collaborative BlendedLearning: A Problem-Based Approach for FirstYear Students

Information in Healthcare - From Data to Knowledge: Improving Data Literacy Competencies.

Digitalization in healthcare and the increasing availability of data demand data literacy competences of nurses and other healthcare professionals including technical, ethical and communication skills. The international Spring School 2023 "Information in Healthcare - From Date to Knowledge" aimed at these competences covering interoperability, data protection and security, data analytics and ethical issues. These topics were embedded in the overall case of data-driven quality improvement for diabetes patients in a region. The curriculum includes an online preparation-phase and a five-days attendance week, incorporating problem-based and group work approaches. According to the studentt's evaluation, the awareness of the importance of the topics was raised and theoretical as well as practical application skills were improved. The Spring School enhanced data literacy competences, critical thinking, problem-solving, interprofessional und intercultural skills among healthcare professionals. Such course offering can contribute to meeting the increasing challenges of digitalization in healthcare.

Expanding Environmental Care Competencies for Future and Current Healthcare Providers.

The multiple impacts of the environment on the health of populations can oftentimes be clouded by the daily care practices of healthcare providers. This case study describes an innovative graduate level elective course that uses a problem-based approach to apply evidence-based principles of environmental health to the care of populations. Initial implementation of the course, over two cohorts in 2023, had primarily second-degree undergraduate nursing students. Lessons learned included the necessity to provide peer-to-peer support for several of the graduate level assignments. Positive student outcomes included an expanded understanding of the three main content areas of the course: (1) how soil, air, and water must be considered in individual and population-centered care; (2) the impact of the design of the built and healthcare built environment; and (3) considerations of planetary health for sustainability and mitigation. Faculty outcomes included coaching of undergraduate students in this graduate course and the development of peer-to-peer mentoring activities.

Development of Mathematical Concepts through a Problem-based Approach in Grade 3 Primary School Pupils

Development of Mathematical Concepts through a Problem-based Approach in Grade 3 Primary School Pupils