Problem-based Approach Research Articles

Innovative sources of increasing the competitiveness of rural green tourism enterprises

The subject of research is the theoretical and practical aspects of the definition and implementation of innovations, forms and directions of innovation in order to increase the competitiveness of rural green tourism enterprises. The aim of the work is to identify innovative sources of increasing the competitiveness of rural green tourism enterprises and substantiate the factors, components and tools for innovation in a knowledge economy, digital technologies, non-cash payments, high-speed Internet. The methodological basis of the article were the theoretical and methodological provisions of modern business economics, historical and monographic methods of scientific knowledge, as well as system-structural analysis and synthesis of the study of phenomena and processes, problem-based approach in justifying types, forms and directions of innovation. Results of work. The sources and offered components, directions and tools of introduction of innovations in work of the enterprises of rural green tourism, including in the form of organizational and administrative, marketing, product groups of them are revealed; in the form of IT startups, touring and digital systems and backup networks; timesharing, clustering, strategic alliances and clubs; smart Internet projects, software organization and management of the actual agro-villages and tourist enterprises in the countryside to increase their competitiveness. Field of application of results. Conclusions and results can be used in the work of rural green tourism enterprises, rural communities, public organizations, local governments; in the educational and scientific process of economic faculties of universities, colleges of tourist specialization, other institutions of higher education. Conclusions. Innovative activity in the system of strategic goals, priorities and guidelines for increasing the competitiveness of rural green tourism enterprises in the era of knowledge economy and digitalization will take a leading place. The realization of their important socio-economic functions, as well as other subjects of social life is becoming increasingly associated with an innovative type of development. In turn, it is based on a continuous and purposeful process of finding, preparing and implementing innovations. The possibility and motivation to obtain higher incomes and the need to increase the efficiency of financial and investment resources forces the participants of the tourism business in the countryside to purposefully create new tastes, interests and needs, introduce fundamentally new products, products, services and technologies. All this is also connected with the acceleration of innovation processes.

HIV Teaching: A dental curriculum which fosters knowledge and attitude.

A dental curriculum which fosters knowledge and attitude. A pilot study to explore dental students views of current HIV related teaching and to assess the impact of this teaching on the students' self-perceived confidence in delivering dental care to HIV patients. A short cross-sectional survey was conducted to gather the views of students on both objectives. Data was collected using an online self-administered questionnaire. Descriptive data analysis was conducted and used to present the data. Additionally, a one to one interview was performed with a past dental student for a thematic analysis. The HIV teaching at this dental school uses different learning approaches involving didactic, reflective, and participatory methods to address the knowledge, attitudinal and skills objectives. A didactic and experiential problem-based approach using role-play with simulated patients with feedback, and discussion is utilised. Preliminary results show dental students perceive the course to be valuable and there is a general improvement in confidence in their knowledge and ability to communicate with HIV-positive patients. This evaluation suggests the course format and content are appropriate in providing education and training for dental students and supports the value of teaching HIV to undergraduate students.

Improving Student Creative Thinking Ability With Problem Based Learning Approach Using Hawgent Dynamic Mathematics Software

The main problem in this study is the lack of mathematical creative thinking abilities of elementary school students in Cimahi, Indonesia. This lack of mathematical creative thinking abilities is caused by an incorrect learning process. The teacher does not direct students to think creatively. In fact students still depend a lot on what is explained by the teacher in the class. The learning process with problem-based learning that is aided by hawgent dynamic mathematic software can direct students to think creatively. The population in this study were all elementary school students in Cimahi city. The samples were the students of elementary school Cimahi class 3A and 3B. The instrument in this study is descriptive test of students creative thinking abilities. This instrument was used to obtain data about students' creative thinking abilities with problem-based learning approach using hawgent dynamic mathematic software and by conventional learning. The data processed in this study was from the post-test score. These scores from both of the experimental class group and the control class group. Then, the data was processed by using SPSS 19.0 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of creative thinking abilities of students whose learning problem-based approach using hawgent dynamic mathematic software.

BarcodingGO: A problem-based approach to teach concepts related to environmental-DNA and bioinformatics.

In this paper, we propose and describe a new approach, named BarcodingGO, to teach environmental DNA and bioinformatics concepts to undergraduate or graduate students in molecular biology-related fields. The learning pipeline proposed here aims to solve a simulated environmental monitoring problem, in which a biodiversity survey of a particular region is needed to assess the impact of an environmental disaster. Biological surveys, in the context of environmental DNA studies, are performed by analyzing the DNA released by organisms living in a specific environment. We proposed a scenario in which quick response (QR) codes represented a given environmental DNA, and they were positioned in a scattered pattern across two regions of the classroom (representing pre and post scenarios for a particular environmental disaster). The QR codes redirect to a page that contained a fictional representation of an animal or a plant. Students then survey the region's biodiversity using QR code scanning applications on their cell phones by "capturing" these organisms as an analogy to the Pokémon GO game of the international Pokémon franchise. We believe this method (or even an adaptation of it) can be an essential tool to engage students in molecular biology classes. Moreover, this approach can help to teach how modern genomics and bioinformatics tools can be applied to solve real problems in conservation biology.

О роли европейской периодической печати в деле Е.Ф. Азефа

The subject of the study is a newspaper campaign in 1909, when leading European and Russian publications discussed the exposure of Ye.F. Azef, the head of the Socialist-revolutionary’s Combat Organization, responsible for a series of terrorist attacks. Sensational news that Azef at the same time was an agent of the Russian political police became an informational occasion for sharp criticism of Russia's domestic policy. The purpose of this work is to examine the ways of interaction between the press and government structures on an acute issue that affects not only the internal policy of the state, but also international relations. Press materials, archival documents and memoirs were used as sources. The methodological basis of the work is the principles of historicism, objectivity, reliance on sources and a problem-based approach. The study concluded that the European press played a leading role in the information campaign on the Azef case. The Russian government had to neutralize negative publications, but practical measures were primarily aimed at protecting departmental interests than at a comprehensive investigation of a high-profile political case.

STAKEHOLDER ENGAGEMENT: ASSET-BASED COMMUNITY-LED DEVELOPMENT (ABCD) VERSUS THE TRADITIONAL NEEDS-BASED APPROACH TO COMMUNITY DEVELOPMENT

The research on which this article is based drew a comparison between the asset-based community-led development (ABCD) approach and the more traditional needs-based approach to community development with regard to stakeholder engagement. The main finding of the qualitative study was that communities which were sensitised to ABCD were more self-motivated, self-driven and self-organised, and utilised their own assets and resources in collaboration with external assets and resources. Participants adhering to this approach tended to spell out the kind of support they wanted from external stakeholders. In comparison, in the needs- and problem-based approach, community initiatives were dependent on external funds, while organisations driving the process felt responsible for the success of community initiatives.

Exploring the effect of problem-based facilitatory teaching approach on metacognition in nursing education: A quasi-experimental study of nurse students in Tanzania.

AimCurrently, there has been a progressive shortage of not only the number of frontline healthcare providers but also a decline in the quality of nursing care. There is a growing concern to rethink the approaches on how nurses are prepared, explore and test novel approaches for delivering the nursing curricula. This study tested the effect of the problem‐based facilitatory teaching approach on metacognition among nursing students in Tanzania, higher learning institutions.DesignA controlled pre‐/post‐test quasi‐experimental study design with a quantitative research approach was employed in this study.MethodsThe study was conducted between February–June 2019 including two purposively selected higher learning institutions in the Dodoma region, the central zone of Tanzania. The 401 randomly selected undergraduate nursing students (interventional = 134 and control = 267) were involved. The auditing inventory developed by the researcher measured the intervention, and the questionnaire titled Metacognition Strategies in Nursing was adopted to measure the metacognition, respectively. Statistical analysis was performed using the Statistical Package for the Social Solution (SPSS) software program version 23.ResultsFindings indicated that 65.8% of the study participants were males. The post‐test findings revealed a significant gain in metacognition scores among participants in an intervention group between (M = 23.27; SD = 1.716) at baseline and (M = 66.31; SD = 6.204) post‐intervention. 63.4% of the total sample in an intervention group demonstrated a high level of knowledge about the regulation of cognition compared to their counterpart control group. However, 69.1% (N = 85) participants in the control group performed better for the knowledge about cognition. With the control of other factors, the intervention was found to be more times likely to influence metacognition among nurse students (AOR = 1.603, p < 0.05, 95% CI: 1.023, 2.513) . In conclusion, the intervention had the potential to positively effect the levels of metacognition among nurse students. Hence, it was closely linked to professional competency and it would change the spectrum of nursing competency and quality of care among nurse students.

The Happiness Route: finding alternatives to the problem-based approach in social work for vulnerable groups

ABSTRACT The Happiness Route is a positive psychology intervention (PPI) for lonely people with health problems and low socio-economic status with the aim to improve their well-being. To be able to pursue an intrinsically motivated activity, participants received a budget of €500. A randomized controlled trial showed that the intervention was just as effective as the problem-based control condition, but participants were more satisfied with the Happiness Route. An interview study indicated that individuals change in different ways, showing that one size does not fit all. Lessons learned during the implementation are shared, such as the importance of the project leader, the role of the intermediaries to reach the target group and the role of autonomy-support in the training of counsellors. We conclude that a PPI can be used as a complement to the traditional focus on problems and can bring more balance into the care for the most vulnerable people.

Exploration of Dermato-venereology Teaching Combining the Problem-oriented Teaching Method with Computer Technology

The problem-oriented teaching approach (PTM) is a teaching approach that focuses on problem-oriented study and teaching through identification and solving of problems. Since the 1990s with teh development of computer, some medical schools and colleges in China and Southeast Asia have started to apply the problem-based teaching approach and computer technology gradually. Currently, it is still in the initial and exploratory stage in China, and the lecture-based learning (LBL) plays a leading role in medical teaching. PTM is distinctly different from the traditional LBL teaching model where the teachers give lectures and the students are spoon-fed in classes. It has broken through the traditional teaching confinement based on explanations by teachers, and students can take the initiative to analyze and solve problems pertinently in teaching.

We Solve It! Immersing the Quality Enhancement Plan in a Traditional and Online Baccalaureate Nursing Program.

Problem-solving and critical thinking are essential in nursing; therefore, nurse educators must equip students with these skills. Through a campus-wide initiative to foster problem-solving skills (Quality Enhancement Plan), five school of nursing faculty implemented new pedagogical approaches in face-to-face and online courses. This article discusses the problem-based approaches in nursing education implemented at a state university and their effects on student learning.

Problem-Based Approach to Develop Creative Thinking in Students Majoring in Mathematics at Teacher Training Universities

Problem-Based Approach to Develop Creative Thinking in Students Majoring in Mathematics at Teacher Training Universities

Проектно-орієнтовані STEM-дисципліни для студентів інженерних спеціальностей

One of the world-recognized practices of modern higher education is the application of problem-based and project-based approaches to teaching STEM-disciplines. In case of integration of problem-based and project-based learning, the educational process is organized around the problem to be solved by students and stimulates them to find optimal strategies for solving, and project activities are chosen as a way of organizing work. The article describes the ongoing experience of implementation of project-based STEM-courses "Hydro- and Gas Dynamics" and "Applied Mechanics and Fundamentals of Design", which is part of training of engineering students of 151 Automation and Computer-integrated technologies speciality at the Bohdan Khmelnytskyy National University of Cherkasy during 2017-2019 academic years. The impact of problem-based and project-based approaches to teaching STEM-disciplines on the formation of professional and general competencies of future engineers had been analyzed. The dynamics of changes of personal and interpersonal skills of junior students during the teamwork on mono- and multidisciplinary projects had been studied. The case study method was chosen as the general research method, which corresponds to the number of research participants and the active role of researchers in the educational process. The results of surveys developed using the 5-point Likert scale, demonstrates that students mostly positively evaluate the projects and teamwork. The possibility of self-grouping, which made possible to form teams based on common interests and promote freer and more natural communication within the team, was the important factor of positive perception of project work. The disadvantages of the implemented approaches include the difficulties that manifested itself at the stage of students' planning of the project process. One of the reasons for this is the lack of previous experience in the realization of students' team projects. The introduction of multidisciplinary projects made it possible to optimize the workload of students working simultaneously on a project in two disciplines and increase the motivation to study the disciplines of the STEM cycle.

Problem-driven innovation models for emerging technologies

As a fundamentally resource-intensive endeavour, healthcare innovation can benefit from a problem-based approach. This kind of methodology needs to define the problem by applying a range of well-established techniques, such as ethnographic research, market analysis, and stakeholder exploration. However, no in-depth investigation has taken place on how these techniques interact and relate to one another. As such, an overarching methodology is needed in order to represent, critically assess, and evolve problem-driven, or need-led, innovation approaches. Graph theory provides a useful way by which this can be done. This paper exemplifies how different elements of a problem-first approach to innovation can be graphically represented within a system, in order to provide insights into the processes that support real-world impact for new technologies. By providing a more refined description of the need-led innovation methodology, it is hoped that these models can drive a more evidence-based and empirical mindset within the field to ultimately drive valuable innovations with increased efficiency.

The affective affordances of frugal science (using foldscopes) during a life sciences water quality practical

Manu Prakash, the developer of the foldscope microscope reported on in this paper, stated that it is important to use tools that can support open-ended inquiry in the classroom, without dumbing down those tools. Scientific equipment in the school laboratory is often very expensive and only available to those who can afford it. “Frugal science” is a trend in education that researches, develops and introduces economical and quality scientific resources to developing countries. In South Africa, many underprivileged schools lack quality practical and laboratory resources to perform simple tasks, such as microscopy. Furthermore, the absence of laboratory investigations could lead to learners not enjoying Life Sciences nor developing a more nuanced understanding of the nature (tenets) of science. As part of an indigenous knowledge intervention hosted by the North-West University, teachers were provided with $1 foldscopes (paper microscope) to use in their classrooms. This research reports on the views of Life Sciences learners and teachers on the use of foldscopes in the Life Sciences classroom during a practical lesson. The focus of the research is to illuminate how such problem-based approaches could enhance affective outcomes. This generic qualitative research study has elements of design-based research (DBR) as well as classroom action research (CAR), carried out by participating teachers to investigate the affordances of foldscopes. Data was collected using observations, teacher reflections, learner reflections, photographs and personal interviews. From an affective stance, this qualitative study used Engeström’s third-generation Cultural-Historical Activity Theory (CHAT) as a research lens in order to identify factors that promote or inhibit the use of foldscopes in the Life Sciences classroom during a practical lesson.

SEMI-STRUCTURED DESIGN AND PROBLEM-BASED EXPERIENTIAL LEARNING IN A FIRST-YEAR BIOMEDICAL ENGINEERING LABORATORY COURSE

A first-year biomedical engineering laboratory course was created using a problem-based approach, introducing students to the interplay of engineering design and biology in biomedical engineering. Open-ended problems were central to each laboratory module, and were designed to enhance students’ development of high-order learning skills. Although the value of problem-based learning in engineering laboratory courses has been recognized, its implementation in the first-year engineering program presents unique challenges for students who are unfamiliar with the unstructured approach and who are in their early stages of developing discipline-specific knowledge. Immediate feedback scaffolding strategies, including interactive pre-laboratory assessments and team-based quizzes, were implemented in the second iteration of the course to support students’ achievement of learning outcomes, and to improve their perception of their learning experience in a problem-based laboratory. According to preliminary survey results, students attributed the value of problem-based laboratory activities to the acquisition of technical skills, engineering design skills, as well as the development of self-directed ability, and a growth mindset. Results from the second iteration of the course also revealed that students perceived the interactive pre-laboratory assessments and team-based quizzes to be highly valuable. Taken together, our study thus far has underlined the importance of immediate feedback as an effective scaffolding strategy for supporting semi-structured experiential learning in a first-year engineering laboratory course.

Leading Significant Institutional Change in the Context of an OIE-Endorsed Veterinary Twinning Project.

A 5-year World Organisation for Animal Health Veterinary Twinning Program between Massey University, New Zealand, and the University of Peradeniya, Sri Lanka, was initiated in 2014. The key aims of the project were renewal of the curriculum, rejuvenation of teaching methodology, and creation of a platform for sustainable clinical and extension livestock services within the teaching program. The project succeeded in facilitating the development of a new veterinary undergraduate curriculum that was based upon student-centered and problem-based approaches to teaching and learning. Key reasons for the success of the project were (a) perceptions for the necessity of changes at the University of Peradeniya; (b) the management of expectations of both partners in the program along with their key stakeholders; (c) allowing sufficient time (i.e., 5 years) for agreement, establishment, and implementation of the changes; and (d) the development of the relationships of trust between faculty of the partner institutions at both decision-making and grassroots levels. From a project management perspective, the project required bringing about significant change in another organization, in a foreign country, and with a distinctly different culture. Moreover, notwithstanding the value of a long project, project managers should be prepared for significant political, organizational, and personnel change over the duration of such a project.

Problem-based learning approach to improve service skills of badminton in physical education learning

Problem-based learning is a method used to solve a problem in learning. This study aimed to determine whether learning badminton service skills by applying a problem-based learning approach can improve badminton service hit skills. The research method uses the classroom action research (CAR) method by interpreting the data and comparing each cycle's results with a percentage approach to measure the achievements of the actions taken. The results obtained from the data taken before the action were 23.68% of students who mastered basic movement skills hitting badminton service. After the first cycle, 34.21% of the students mastered the material, and, at the end of the second cycle, 52.63% of the students mastered the basic movement skills of hitting badminton service. From the preliminary data, there was a significant increase in cycle I and cycle II, the conclusion is that there increased the skill of hitting badminton service through the problem based learning approach (PBL) in students of third-grade of Pagergunung elementary school 1 in 2018/2019. Increased mastery of hitting service skills badminton, which was improved through applying the problem-based approach, was 28.94%.

The long and winding road to happiness: A randomized controlled trial and cost-effectiveness analysis of a positive psychology intervention for lonely people with health problems and a low socio-economic status

BackgroundOur objective was to evaluate the effectiveness and cost-effectiveness of the positive psychology intervention ‘Happiness Route’ compared to an active control condition in a vulnerable population with an accumulation of health and psychosocial problems.MethodsWe conducted a randomized, single-blind, actively-controlled, parallel group study in seven municipalities in the Netherlands. To be eligible, participants had to experience loneliness, health problems and low socio-economic status. Each group received several home visits by a counsellor (two in the control condition, two to six in the experimental condition). In the Happiness Route, a happiness-based approach was used, whereas the control condition used a traditional problem-based approach. The primary outcome was well-being, measured with the Mental Health Continuum-Short Form (MHC-SF).ResultsFifty-eight participants were randomized to the Happiness Route, 50 to the control condition. Participants were severely lonely, had on average three health problems and less than 5% had paid work. The total MHC-SF score, emotional and social well-being, depression and loneliness improved significantly over the nine-month period in both conditions (p < .05), but there were no significant changes between the conditions across time. Languishing decreased significantly from 33% at baseline to 16% at follow-up among the Happiness Route participants but did not change significantly in the control condition. No significant improvement over time was found in psychological well-being, resilience, purpose in life, health-related quality of life and social participation. Cost-effectiveness analysis showed that expected saved costs per QALY lost was €219,948 for the Happiness Route, relative to the control condition. The probability was 83% that the Happiness Route was cost saving and 54% that the Happiness Route was cost-effective at a willingness to accept a threshold of €100,000.ConclusionsMental health status of both groups improved considerably. However, we could not demonstrate that the Happiness Route yielded better health outcomes compared to the control condition. Nevertheless, the results of the cost-effectiveness analysis suggested that the Happiness Route is an acceptable intervention from a health-economic point of view. Our results should be viewed in light of the fact that we could not include the planned number of participants.Trial registrationNetherlands Trial Register: NTR3377. Registered 2 Apr 2012.

The Implementation of Problem-Based Contextual Approaches in Natural Science Learning About Life and Environment To Improve Learning Outcomes at Elementary School

The learning process should activate students by looking at their initial abilities so that the learning that is carried out becomes meaningful. Learning by using a problem-based contextual approach is one of the ways that can be applied so that the learning process not only emphasizes conceptual understanding but also in the problem-solving process. This research was a classroom action research conducted in 2 cycles to improve the quality of the process and learning outcomes. Each cycle consisted of planning, implementing, observing, and reflecting. The formulation of the problem in this study was "How is the application of problem-based contextual approaches in learning science about living things and their environment to improve student learning outcomes in IV grade SDN 10 Sungai Kakap?". Data analysis techniques in this study were measured from the level of success in implementing classroom actions based on changes in teaching and learning using observation sheets and anecdotal notes narratively as well as improving learning outcomes using test instruments. This classroom action research was conducted at SDN 10 Sungai Kakap on science learning using problem-based contextual approach in IV grade with 41 students. The results showed an increase in learning outcomes where the first cycle of 20 or 48.78% of students had not been completed with an average of 46.61 learning outcomes, and 21 students or 51.21% had been completed with 77.81 learning outcomes. Then in the second cycle, there was an increase in which as much as 2 or 4.87% of students had not been completed with an average learning outcome of 58 and 39 or 95.51% of students had completed with an average learning outcome of 75.86.

Expecting and Facilitating the Unexpected

This paper outlines and interrogates the processes informing the design, teaching and learning of Culture Lab, an intensive field class designed to foster experimental learning in anthropology and cultural studies. The course’s object of study and site of learning is the European Capital of Culture (ECoC) and its multiple associations – the phenomenon, the city, and the forms of participation, debates and instances of urban change that occur during a specific iteration. It draws on problem-based and participatory approaches to learning and advocates approaches to teaching cultural anthropology and cultural studies that combine multi-faceted approaches to cultural immersion and discovery, while at the same time acknowledging the individual motivations of learners, by fostering and developing students’ interests and curiosity. This paper reports and reflects upon the course in its first two iterations of the course at Amsterdam University College, namely the field trips to Paphos 2017 and Valletta 2018.