Problem-based Approach Research Articles

Дидактические принципы программы «Философия для детей» (М. Липман) в свете концепции универсальных компетентностей

The article for the first time examines M. Lipman’s program “Philosophy for Children” as a potentially efficient instrument to form schoolchildren’s universal competences (4C: critical thinking, creative thinking, communication and cooperation). The researcher identifies the program didactic principles, which can serve as a basis of pedagogics focused on “4C” formation: problem-based and activity-based approach, class as a community of researchers, Socratic dialogue. It is shown that in M. Lipman’s program “Philosophy for Children”, the process of universal competences formation (XXI-century skills) is harmoniously included in the integral and consistent educational process.

Constructing demonstration zones to promote the implementation of Sustainable Development Goals

After the United Nations Agenda 2030 was officially launched in September 2015, governments around the world have taken actions to implement the ambitious plan. This paper summarizes the actions and policies taken in China for promoting the implementation of the UN’ 2030 Agenda for Sustainable Development, with emphasis on promoting the development of demonstration zones for delivery of the Sustainable Development Goals (SDGs). The Chinese government has taken two types of measures. One is to formulate a series of national plans and strategies and the other is to construct pilot and demonstration zones. Two approaches were presented to optimize the selection criteria for demonstration zones: a problem-based approach; and a major function-based approach. Both provided priority regions and major themes for selection and construction of demonstration zones. Suggestions for promoting the development of demonstration zones include: (1) building a monitoring system for the implementation of SDGs in each demonstration zone and establishing an open online platform to track the progress; (2) forming an effective stakeholder participation mechanism. The experiences in constructing innovation-driven demonstration zones are insightful for other countries to take practical actions in the delivery of SDGs.

Emerging design: Integrating learning, practice and research

Emerging design is an approach to solving multidimensional and multidisciplinary problems. It describes design as an evolutionary activity with no projected steps, in which plans for taking steps and using tools gradually emerge from participants’ reflections. This study explores emerging design through a three-year activity that initially had a pedagogical nature but gradually turned into a practical and research-based activity in which design students along with small businesses and start-ups came up with a problem-based approach for defining and solving real-world problems. The three cycles of activity were studied with a reflective lens and various sources of data were used. The Engeström framework for activity theory was used to reduce and display data in qualitative data analysis. Through the three cycles of activity, few design proposals were implemented by the involved small businesses and start-ups. In addition, most businesses benefited from the research findings produced during the students’ projects. Some unexpected outcomes were also observed, including emergence of a collaborative network of experts and clients. The results suggest that first, the quality of collaboration among the participants was more important than instruments and rules for achieving the main objectives of the activity. Second, a reflective approach to design practice can continuously improve the design processes and tools used in each cycle of the activity, and third, design practice does not only produce design solutions, it also creates collaborations, reflections and networks.

Telemedicine for Hyperkinetic Movement Disorders.

Telemedicine is the use of electronic communication technology to facilitate healthcare between distant providers and patients. In addition to synchronous video conferencing, asynchronous video transfer has been used to support care for neurology patients.There is a growing literature on using telemedicine in movement disorders, with the most common focus on Parkinson’s disease. There is accumulating evidence for videoconferencing to diagnose and treat patients with hyperkinetic movement disorders and to support providers in remote underserviced areas. Cognitive testing has been shown to be feasible remotely. Genetic counseling and other counseling-based therapeutic interventions have also successfully performed in hyperkinetic movement disorders.We use a problem-based approach to review the current evidence for the use of telemedicine in various hyperkinetic movement disorders. This Viewpoint attempts to identify possible telemedicine solutions as well as discussing unmet needs and future directions.

Telemedicine for Hyperkinetic Movement Disorders

Telemedicine is the use of electronic communication technology to facilitate healthcare between distant providers and patients. In addition to synchronous video conferencing, asynchronous video transfer has been used to support care for neurology patients. There is a growing literature on using telemedicine in movement disorders, with the most common focus on Parkinson’s disease. There is accumulating evidence for videoconferencing to diagnose and treat patients with hyperkinetic movement disorders and to support providers in remote underserviced areas. Cognitive testing has been shown to be feasible remotely. Genetic counseling and other counseling-based therapeutic interventions have also successfully performed in hyperkinetic movement disorders. We use a problem-based approach to review the current evidence for the use of telemedicine in various hyperkinetic movement disorders. This Viewpoint attempts to identify possible telemedicine solutions as well as discussing unmet needs and future directions.

Jaundice

The term jaundice refers to the yellowish-orange discoloration of skin, sclerae, and mucous membranes that results from excessive deposition of bilirubin in the tissues. A problem-based approach to the jaundiced patient that involves assessing the incremental information provided by successive clinical and laboratory investigations, as well as the information obtained by means of modern imaging techniques, is key. Current decision making in the approach to the jaundiced patient should include not only careful evaluation of anatomic issues but also close attention to patient morbidity and quality-of-life concerns, as well as a focus on a cost-effective diagnostic workup. For optimal treatment, an integrated approach that involves the surgeon, gastroenterologist, and radiologist is essential. This review covers terminology and epidemiology, clinical evaluation and investigative studies, workup and management of posthepatic jaundice, and postoperative jaundice. This review contains 5 figures, 13 tables, and 84 references. Keywords: Jaundice, biliary tree, biliary obstruction, cholangiocarcinoma, pancreatic cancer, endoscopic retrograde cholangiopancreatography, magnetic resonance cholangiopancreatography

A problem‐based approach to understanding public support for referendums

A prominent explanation of widespread popular support for referendums is dissatisfaction with the functioning of representative democracy. In this article, the aim is to gain a better understanding of how dissatisfaction affects support for referendums. Drawing on previous research, it is argued here that citizens follow a problem‐based approach in their support for referendums, in that referendums are considered a suitable solution to address some specific problems in a political system but not all. Survey data from the 2012 European Social Survey (29 countries; N = 37,070) is used to show that citizens’ expectations towards and evaluations of representatives relate to support for referendums. In particular, dissatisfaction with the ability of governments to listen to their citizens is associated with higher support for referendums. In contrast, citizens dissatisfied with the government's ability to lead are less supportive of referendums. Furthermore, the relationship between dissatisfaction with governments’ ability to listen varies across countries depending on the level of experience with decision making via referendum. In countries where referendums are used more often, the expectation of referendums being able to solve the problem of unresponsive government is weaker. This study offers important insights into the different ways in which preferences and evaluations of representative practices relate to popular support for referendums.

(Re)constructing Conceptualizations of Health and Resilience among Native Hawaiians

Biomedical definitions of health have conventionally taken problem-based approaches to health, which may disregard indigenous perspectives of health that take a holistic approach and emphasize the importance of maintaining balance between physical, mental, and spiritual health and relationships maintained with others, the land, and the spiritual realm. Resilience-based approaches to health have been shown to foster strengths in indigenous communities, including the Native Hawaiian community, which leads to more positive health outcomes. The research questions of this paper asked, “how do Native Hawaiians conceptualize health and the concept of resilience specific to health?”. Qualitative methods were employed to explore the concept of resilience from the perspective of 12 Native Hawaiian adults. Community leaders and key stakeholders aided in the purposive recruitment process. The themes of this study include: (1) health maintained through balance, (2) being unhealthy vs. being ill, (3) the concept of colonialism and resulting adversities, and (4) protective and resilience factors that foster health. Cultural values and cultural practices may address concerns related to health disparities that stem from cultural and historical trauma, determinants of health, and environmental changes. Health interventions that are culturally-, family-, spiritually-, and land-based may particularly aid in responsiveness to health programs.

ІННОВАЦІЙНА ЦЕНТРО-ПЕРИФЕРІЙНІСТЬ РОЗВИТКУ КРАЇН ЄС ТА УКРАЇНИ

The article examines the factors of innovative development of the EU’s and Ukraine’s economic systems, which affect the success of integration interactions and sustainable economic growth. It has been proved, based on a comparison of different theoretical approaches that the modern core-peripheral development of social systems in the integration association corresponds to a dynamic hierarchical structure. The authors believe that the drivers of this development are innovation processes in economic systems. It has been found that generating and problem-based approaches are the most adequate approaches for characterizing and assessing the innovative core-peripheral development of countries. A system of ten indicators for assessing the innovative development of countries has been proposed and a cluster analysis of the EU and Ukraine countries according to these indicators and for the period from 2005 to 2018 has been carried out. The hierarchical structure of the innovative European space has been proved and six clusters of countries have been selected. The identified differences between the clusters of countries allowed them to be grouped into three blocks of the core-peripheral model: the innovation center; innovation province and innovation periphery. The architecture of the “Innovation Center-Peripherality” model has been proposed. That model has revealed the number and quality of countries “transitions” between clusters (dynamics of the composition of countries) and a stable list of “innovation center” countries, which is almost unchanged over the period. The comparative analysis of innovative development determinants for the countries from each of core-peripheral model blocks has been carried out. It has been proved that Ukraine, as one of the countries of the “innovation periphery” bloc, for the sake of successful European integration and convergence of economic development must develop a strategy for transition to the “innovation province” bloc through the transition to the nearest (border) cluster. The key guidelines of the most adequate strategy of innovative development of Ukraine have been substantiated.

Overcoming the Fact-Value Dichotomy

This paper argues that business ethics would enhance its relevance if it is ceases to be a moralizing discourse and instead becomes a mediating discourse between conflicting and multiple interests. Yet business ethics can be relevant as a mediating discourse only if it acknowledges the “embedded” nature of market. To clarify this point, the paper draws from Freeman’s theory of narrative cores, Rehg’s Problem-based Approach and De George’s vision of business ethics as an interdisciplinary field composed of descriptive, managerial and normative components. Finally, we argue for the relevance of the case study, whose juxtaposition of “bi-polar” or irreconcilable dichotomies makes it a vital pedagogical tool for our proposed reconfiguration of business ethics as an interdisciplinary, mediating field of enquiry.

МЕТОДИЧНІ ЗАСАДИ ОЦІНЮВАННЯ ПОТЕНЦІАЛУ РОЗВИТКУ ТУРИСТИЧНО-РЕКРЕАЦІЙНОЇ СФЕРИ В ЕКОНОМІЦІ РЕГІОНІВ

With the growing level of competition in the global and national tourism markets, the issues of assessing the attractiveness and potential of the tourist and recreational sphere of the regions become especially relevant. There are several approaches to solving these problems, each of which has its advantages and disadvantages, a specific information base and options for application in practice. The purpose of the study is to develop methodological frameworks for assessing the potential of the tourist and recreational sphere of the regions in terms of its attractiveness, which will determine the attractiveness of this area for Ukrainian and foreign investors. The article considers the tools for studying the tourist and recreational potential of the regions, which, in contrast to the existing ones, includes an assessment of the attractiveness of the tourist and recreational sphere of the regions; analysis of the contribution of the tourist and recreational sphere to the economy of the regions; identification of the importance of factors influencing the formation and building of the potential of the tourist and recreational sphere of the regions. The methodological approaches to the integrated assessment of the attractiveness of the tourist and recreational sphere of the regions proposed by the author, in contrast to the existing ones, are based on the identification of the resource structure of the attractiveness of the tourist and recreational sphere in terms of four sub-indices (index of cultural attractiveness, index of attractiveness of recreational resources, index of attractiveness of tourist infrastructure and index of investment attractiveness of tourist and recreational sphere) for the development of sound mechanisms of regional marketing in the Ukrainian and foreign markets of the tourist product. The developed methodological approach is based on the use of the parametric method, which due to the ranking of standardized values of the main indicators of the tourist and recreational sphere of the regions, allows determining their place in the national rating of attractiveness. The practical use of the developed approaches will allow ensuring the efficient use of available tourist and recreational resources, increase the investment attractiveness of the territory for Ukrainian and foreign investors identify problems of potential use and create conditions for overcoming them, which will increase the competitiveness of the proposed tourism products, as well as on the basis of problem-based approach to justify the tools for implementing national and regional targeted programs for tourism and recreation. Key words: region, potential, tourist-recreational sphere, attractiveness, methodical approach, evaluation.

Problem-based activities as a tool to develop cross-cultural competency at the foreign language classes

The article is devoted to applications of problem-based learning. Teaching foreign language is aimed nowadays at developing various skills to communicate with a speaker of another language as with a representative of a different culture, in other words, developing cross-cultural competency. Cross-cultural communication, especially in business, may imply various problems and challenges so in foreign language classes it is necessary to reveal them and teach students how to deal with them most efficiently. Therefore, most teachers of foreign language try to incorporate problem-based approach in their classes. The choice of teaching material for connected with solving a problem tasks should be made with reference to applied problem-solving methods, intellectual level of students, and level of their critical and creative thinking. Problematisation can be based both on socio-linguistic materials and on professionally oriented assignments, in the form of case studies or specialized texts discussions in accordance with other teaching tasks. The article describes an experience of using problem-based technique in foreign language classes for students of Economic Faculty taking a course of “Foreign language for professional communication” as a way to develop skills helping to solve a variety of professionally oriented communicative tasks.

PENGARUH PENDEKATAN PEMBELAJARAN BERBASIS MASALAH TERHADAP PENINGKATAN KEMAMPUAN KOMUNIKASI DAN PEMECAHAN MASALAH MATEMATIS SISWA KELAS IX SMP NEGERI KECAMATAN SUNGAI PENUH

This research was started from students’ low communication ability and mathematical problem solving at grade IX SMP Negeri Kecamatan Sungai Penuh. To solve the problems, thus the writer applied problem-based learning approach. By using problem solving activity the students was guided to understand the concept and to find the characteristics of the subject material, so that the students would be trained to propose their mathematical idea and to develop problem solving ability. The aim of this research was to know the effect of problem-based approach toward enhancement of communication ability and students’ mathematical problem solving at grade IX SMP Negeri Kecamatan Sungai Penuh. This research was conducted based on the quasi experimental research.. To get the sample, the writer used random sampling technique. T-Test and U-Test was used to analyze the data. Based on the result of the data analysis, the writer got some conclusions that was the enhancement of communication ability and students’ mathematical problem solving that using problem-based approach was better than using conventional teaching approach.

Technology-Enhanced Student-Centered Learning Environments

Technology-enhanced, student-centered learning environments organize interrelated learning themes into meaningful contexts, often in the form of a problem to be solved or an orienting goal, that bind functionally their features and activities. They provide interactive, complimentary activities that enable individuals to address unique learning interests and needs, study multiple levels of complexity, and deepen understanding. They establish conditions that enrich thinking and learning, and use technology to enable flexible methods through which the processes can be supported. Many technology-enhanced student-centered learning environments have been developed, ranging from situated, problem-based approaches, to micro worlds, to specialized manipulation tools. Research on these environments, while promising, has focused largely on the presumed uniqueness of the approaches. Among constructivists, beliefs about how to promote understanding vary widely. Design guidelines and heuristics have occasionally been offered, but they have not stimulated what Glaser (1976) characterized as a “science of design.” Consequently, apart from isolated studies, comparatively little understanding of the role of technology in the design of student centered learning environments has evolved. The purposes of this paper are to provide a brief overview of technology-enhanced, student-centered learning environments, and to identify the foundations and underlying assumptions common across student-centered designs.

Success Through Failure: Towards a Problem-Based Approach to Entrepreneurship

Investments in entrepreneurial education have failed to develop educational programming that increases entrepreneurial activity. We hypothesize that foundational issues reside within the pedagogical approaches used in entrepreneurial education programming specifically as it relates to millennial students. Using the theory of planned behavior as a theoretical framework, we investigated the effectiveness of process-based learning such as courses that focus on developing business plans and models against problem-based learning that uses action-learning methodologies in the development and delivery of an Introduction Entrepreneurship course. We use both within-group and between-group research designs. We collected data at three points: at the start of the course (T1), mid-term (T2), and the end (T3). Results support our hypothesis. First, after exposing students to the challenges of entrepreneurship in the problem-based course that there is a statistically significant decrease in attitudes, subjective norms, perception of behavioral control, and intention to become an entrepreneur at midsemester (T2) and that scores will rebound by T3. Second, the students in the process-based course will have a statistically significant decline in attitudes, subjective norms, and intentions after the course. Implications for the design of entrepreneurship curricula are presented and discussed.

Психолого-педагогические условия профилактики социального инфантилизма курсантов военных вузов

This research studies the issues of social infantilism of an individual and social maturity as a trait that is opposite to it. The paper provides basic premises that provide the ground for pedagogical conditions for prevention of social infantilism. The work de-scribes the factors fostering social maturity of an individual. It provides a holistic system of pedagogi-cal conditions for prevention of social infantilism. Based on the analysis and generalization of these conditions, a number of basic premises that allow to model a system of psychological and pedagogical conditions for prevention of social infantilism in cadets is proposed. It is concluded that the system of pedagogical conditions for prevention of social infantilism is methodologically based on environ-mental, systemic, cultural, activity, communicative (dialogical), axiological, acmeological, social role, practice-oriented/context-based, problem-based approaches to organization and implementation of pedagogical prevention of social infantilism in ca-dets.

A cluster-randomized controlled trial of the effectiveness of the JUMP Math program of math instruction for improving elementary math achievement.

Students in many western countries struggle to achieve acceptable standards in numeracy despite its recognition as an important 21st century skill. As commercial math programs remain a staple of classroom instruction, investigations of their effectiveness are essential to inform decision-making regarding how to invest limited resources while maximizing student gains. We conducted a cluster randomized-controlled trial of the effectiveness of JUMP Math, a distinctive math program whose central tenets are empirically supported, for improving elementary math achievement (clinical trial.gov no. NCT02456181). The study involved 554 grade 2 (primary) and 592 grade 5 (junior) students and 193 teachers in 41 schools, in an urban-rural Canadian school board. Schools were randomly assigned to use either JUMP Math or their business-as-usual, problem-based approach to math instruction. We tracked student progress in math achievement on standardized and curriculum-based measures of computation and problem solving, for 2 consecutive school years. Junior students taught with JUMP Math made significantly greater progress in computation than their non-JUMP peers but the groups did not differ significantly in problem solving. Effects took hold relatively quickly, replicating the results from an earlier pilot study. Primary students in the non-JUMP group made significantly greater gains in problem solving and computation in year 1. But those taught with JUMP Math made significantly greater gains in problem solving and the groups did not differ in computation, in year 2. The positive effects of JUMP Math are noteworthy given that the JUMP Math teachers were likely still adjusting to the new program. That these positive findings were obtained in an effectiveness study (i.e. in real-world conditions), suggests that JUMP Math may be a valuable evidence-based addition to the teacher’s toolbox. Given the importance of numeracy for 21st century functioning, identifying and implementing effective math instruction programs could have far-reaching, positive implications.

Academics’ perspectives of the teaching and development of generic employability skills in science curricula

ABSTRACTGraduate employability is a key issue for higher education as new graduates face a highly competitive and rapidly changing employment sector. To maximise their likelihood of employment, graduates need to be able to demonstrate the skills and attributes most valued by employers. Employers, however, have long criticised the ability of graduates to contribute effectively to the workplace, especially due to a perceived lack of generic employability skills. This indicates a possible mismatch between the skills required by employers and those possessed by graduate applicants. This study addresses a gap in the scholarly literature regarding employability skills – the perspectives of science academics at an Australian and UK university regarding the promotion of generic employability skills in the subjects they teach. More specifically, this article discusses academics’ perspectives regarding: (a) which of the targeted generic skills were developed and assessed through their science units, and (b) the approaches used to promote the targeted skills and any associated challenges in employing those approaches. The discussion explores how shifting from traditional transmissive pedagogies to more problem-based approaches and embedding reflection into pedagogy and assessment practices would contribute to promoting the skills employers increasingly demand from science graduates.

Developing Connective Pedagogy in Cultural Research—A Case Study from the Teachers’ Perspective in Adopting a Problem-Based Approach in Higher Education

The article examines the challenges university teachers face when adopting connective pedagogy in organizing teaching. Instead of studying the learning outcomes of the method, we decided in this research to focus on the teachers’ experiences when doing things differently in a fairly traditional pedagogical institution like a university. In spring 2019, as a part of our new degree programme entitled Culture, Communities, and Change (KUMU) at the University of Jyväskylä, we implemented a multisensory ethnography course in collaboration with a third sector development project promoting village tourism in Central Finland. On the course, we applied a problem-based approach to implement the connective pedagogy through which we wanted to increase the students’ working life skills and public engagement. While the main objective of the multisensory ethnography course was to develop village tourism and teach the students how to do ethnographic research, we also scrutinized our own teaching experience in developing higher education pedagogy through documenting our own activities in field diaries and analysing our own roles through self-reflexive ethnographic practice. The group discussions and the diaries of the teachers during the course are the data that has been analysed by means of social practice theory. The three elements of social practices—material, competence, and meaning—helped us to identify the important factors that should be taken into consideration when trying to change everyday practices in our work, in this case to organize collaborative teaching with a third sector development project. According to our results, a problem-based approach is an effective tool on a collaborative project course between the university and a third sector organization because it enabled us to practice connective pedagogy at a very practical level. There are also challenges in applying a new method. Studying our diaries and notes of group discussions and reflecting our experiences, we identified the following critical stages and weak spots: Planning and co-ordinating the course took a lot of time and resources and teachers must tolerate a certain amount of uncertainty. The competence of the teachers was also challenged; they needed to be open, for example, to dealing with unfamiliar research topics. Even if the teachers’ meanings, motivation, and values were in accordance with the principles of connective pedagogy, there are still many contradictions in the meaning element of problem-based teaching practice. Above all, the teachers were compelled to question their role as experts when taking third sector actors as equal partners in producing new knowledge.

Инновационное развитие России: проблемный подход

Инновационное развитие России: проблемный подход