Problem-based Teaching Research Articles

Problem-Based Teaching of Marketing Research and Students’ Living Conditions: An Example from A Polish University

Problem-Based Teaching of Marketing Research and Students’ Living Conditions: An Example from A Polish University

Stages of Development of Educational Activities in Students Through Problem Situations

The article presents the content of problem-based teaching, the teacher's ability to create problem situations in the course of the lesson, and psychological-pedagogical ways of organizing education that develops the student's intellectual power. The main stages of teaching and didactic goals are indicated on the basis of problem-based education.

The Link between Mathematics Teaching Strategies and Students' Anxiety

This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

Teaching resources for the European Open Platform for Prescribing Education (EurOP2E)—a nominal group technique study

The European Open Platform for Prescribing Education (EurOP2E) seeks to improve and harmonize European clinical pharmacology and therapeutics (CPT) education by facilitating international collaboration and sharing problem-based, online, open educational resources. The COVID-19 pandemic forced teachers to switch to virtual modalities, highlighting the need for high-quality online teaching materials. The goal of this study was to establish the online problem-based teaching resources needed to sustain prescribing education during the pandemic and thereafter. A nominal group technique study was conducted with prescribing teachers from 15 European countries. Results were analyzed through thematic analysis. In four meetings, 20 teachers from 15 countries proposed and ranked 35 teaching materials. According to the participants, the most necessary problem-based-online teaching materials related to three overarching themes. Related to learning outcomes for CPT, participants proposed creating prescription scenarios, including materials focusing on background knowledge and resources on personalized medicine and topical/ethical issues such as the prescription’s impact on planetary health. Second, related to teaching, they proposed online case discussions, gamification and decision support systems. Finally, in relation to faculty development, they recommend teacher courses, a repository of reusable exam questions and harmonized formularies. Future work will aim to collaboratively produce such materials.

Technology of problem-based teaching of academic English for chemists in the system of additional education

The aim of the article is to consider the features of additional education for adults, to research the main problems that arise in the training of adult chemists, and to substantiate the choice for further study and modernization of the problem-based learning technology.
 The article discusses the features of adult education, the specifics of the system of additional education, and substantiates the choice of a system of additional education for adult education.
 The authors substantiate the choice of problem-based learning technology for subsequent modernization and implementation in the system of distance learning of adults in academic English.
 The results are the following: the problem-based learning technology to effective use in adult chemists teaching in the system of additional education was substantiated; the problem-based learning technology can be successfully upgraded for these conditions

Pengaruh Model Problem Based Learning terhadap Kemampuan Menulis Karangan Deskripsi Subtema Indahnya Keberagaman Budaya Negeriku


 
 
 
 This study aims to determine of the ability to write descriptive essays of sub-theme the beauty of my country’s cultural diversity the application of problem-based learning models and conventional learning models. The calculation of the N-Gain of the problem-based learning model is 54,9 with moderate criteria, and the N-Gain value of the conventional model is 40,8 with moderate criteria. Researchers performed a normality test using the Liliefors test. Both samples are normally distributed because the value of both samples is less than Ltable. In the Problem Based Learning class, the value of Lcount is Ltable (0,048) (0,141), in the control class group, the value of Lcount is Ltable (0,077) (0,144). In the homogeneity test, the data is then homogeneous because Fcount Ftable is the value (1,04) ≤ (3,96). Furthermore, when testing hypotheses, the number of (6,63) was found to be larger than the table of (1,99547). Show that H0 (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted. Based on the above research, it can be stated that of the ability to write descriptive essays of sub-theme the beauty of my country’s cultural diversity by the application of the Problem-Based Education Model.
 
 
 

Developing and Evaluating Simplified Tools for Image Processing in a Problem-Based Learning Environment for Earth Observation

Earth observation is an interdisciplinary field of application. This makes it ideal for supporting natural science education in schools. Understanding satellite data can enable students to see more than just “beautiful images”. They can gain insights into an exciting field of application of many natural- and computer science fundamentals. In recent years, interactive lessons have been produced by our working group. They address the prospects and challenges connected with the teaching of earth observation topics in schools. The principles upon which the lessons are built promote a problem-based style of learning combined with a low impact in extraneous cognitive load for the students. Advances in web technology have made it necessary for interactive lessons to be redesigned and rethought. Contemporary web technologies have been selected and combined into an application framework to fulfill the requirements of our design principles and put a greater emphasis on usability during the content creation process. To allow offline usage of the learning modules it was tested whether this can be achieved using strictly client-side image processing. This article shows that, based on the technology stack used, lessons can be created that enable pupils to analyze remote sensing data in a much-simplified way. Using those simplified methods, a classification with an overall accuracy of 78.66% was achieved. The comparison of another simplified classification using just threshold values resulted in up to 89% probability to predict the outcome of a professionally produced dataset, making the simplified methods applicable in real-world examples presented in problem-based teaching scenarios.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ СВІДОМОСТІ ШЛЯХОМ БАГАТОСТУПЕНЕВОЇ ЕКОЛОГІЧНОЇ ОСВІТИ

Students who study medicine and the younger generation can become environment conscious through the project "Four elements of nature - harmony in everyday life", developed by the staff of the Department of Medical Biology of I.Horbachevsky Ternopil National Medical University Ministry of Health of Ukraine together with the University of Rzeszow (Poland). The efficiency of formation of personal and professional qualities of a student, the required knowledge, skills and abilities to think rationally and meet modern ecological challenges, ability to actively promote ecological mindset and convey ecological knowledge to younger generations (kids, schoolchildren, students) are studied and analyzed. 
 The article presents a variety of interactive methods and forms of teaching students, which should be used in the formation and education of environmental mindset. The experience gained in the implementation of certain stages of the project is shown, namely: the use of the method of "teaching-learning", the method of questionnaires, the achievements of scientific work and volunteer work of students.
 It was determined that the practical implementation of the tasks and goals of environmental education in educational institutions is based on the principles of the relationship of theoretical knowledge with the practical activities of young people in this field; inclusion of ecological aspects in the structure of subject, special generalizing topics; use of interactive and problem-based teaching methods; a combination of classroom and extracurricular environmental work.

Experiential farmer-education enigma: Unearthing approaches Ugandan educators adopt in contextualising instruction

This paper describes how approaches espousing experiential education principles are adopted by farmer-educators to contextualise farmers’ learning and achievement of innovative farming practices. The study used qualitative case study methods of interviews, observations, and document review. Through purposive sampling techniques, twelve farmer-educators were selected from Bududa district. The findings show how farmer-educators adopted place-based education, problem-based education, project-based education, and learning histories to enhance experiential learning of innovative farming practices among small-scale farmers. However, effective experiential education via the aforementioned approaches is hampered by a lack of funding, ineffective programme design, and insufficient professional competencies. The study gives a clearer understanding of how experiential educational approaches can be adopted to provoke farmers’ critical reflection through connecting and corroborating past experiences to current scenarios for effective learning and adoption of innovative farming practices.

Classroom and Extracurricular Activities as the Basis of Project and Problem Methods of Teaching a Foreign Language in a Non-linguistic University

The article reveals the influence of classroom and extracurricular projects on the motivation of students of non-linguistic directions of higher education to learn a foreign language. The phenomenon of motivation is considered in the article as an important part of modern education in higher school. Also, in this scientific report, the methods of project and problem-based teaching of a foreign language are described and a comparative analysis of the presented methods is carried out. A feature of these teaching techniques is that students are involved both in a team (at the same time they are involved in the creative process, since there is an element of competition) and individually. The article talks about the importance of using both presented methods, without mutual exclusion, to increase students’ interest in learning a foreign language.

Investigation of the Effectiveness of the Problem-Based Learning (PBL) Model in Teaching the Concepts of "Heat, Temperature and Pressure" and the Effects of the Activities on the Development of Scientific Process Skills

This study aims to reveal the effectiveness of the problem-based learning (PBL) model in teaching the concepts of heat, temperature and pressure, as well as the effect of the activities on the development of scientific process skills. For this purpose, the change in the academic achievement levels of the students constituting the sampling group was tried to be determined with a pilot application designed based on this model. The research was carried out on a single group based on a pretest-posttest applied quasi-experimental design. Teaching activities addressing the concepts of heat, temperature and pressure and designed according to the PBL model were carried out in a private school over a two-week period. In this context, a unique problem situation was designed, in which two brothers watched and discussed the volume changes of small and large inflated balloons with the effect of temperature, and student-centered activities were carried out, in which demonstration, lecture, question-answer and discussion methods were dominantly used. The problem situation, which includes important connections such as gas, gas pressure, temperature and heat concepts, the relationship between heat and temperature, and the relationship between temperature and pressure, which are known to be quite difficult to understand by 8th-grade students, were implemented sequentially in a single scenario. From the pretest-posttest results, it was determined that there was a significant positive difference in the academic achievement levels of the students constituting the sampling group after the application, and there was a very large difference between the pretest-posttest scores (66.0-92.5). As a result, it can be said that very striking results can be achieved in understanding the selected concepts and the relations between them, with the scenario and appropriate teaching activities designed in a sufficient time based on the problem-based teaching model, and especially the effective and interactive use of demonstration and question-answer methods. Moreover, the results of the pre-test and post-test related to the integrated science process skills test showed that the application in question led to a positive and significant difference in the scientific process skills of the students.

Performance of Problem-Based Learning Based Image Teaching in Clinical Emergency Teaching.

At present, with the rapid increase of emergency knowledge and the improvement of people’s requirements for medical quality, the traditional teaching mode cannot fully meet the needs of emergency teaching in the new era. PBL is a project-based teaching that allows students to have a deeper understanding of content knowledge and to better apply what they have learned to their lives. This paper aims to improve the clinical emergency teaching mode by PBL teaching method, and improve the comprehensive ability of clinical emergency of medical students. This article proposes a problem-based PBL imaging teaching method, combining the characteristics and content of clinical emergency courses, focusing on students, highlighting the problem-solving process, and improving students’ creative thinking ability. To cultivate students’ interest in clinical learning, develop their self-learning ability, train their teamwork and communication skills, and cultivate their ability to set, question and solve questions, so as to promote medical students’ overall comprehensive ability to integrate specialized knowledge and clinical practice. In this paper, the PBL teaching method and the traditional teaching method of comparative experiments show that the PBL teaching method can more effectively highlight the characteristics of clinical emergency medicine teaching mode, and make full use of the limited emergency teaching resources, so as to improve the quality of clinical emergency teaching. Compared with the traditional teaching mode, the theoretical knowledge and clinical operation skills of medical students under the PBL teaching mode are improved by 13%, Autonomous learning ability, communication ability and creative thinking ability have also been relatively improved.

Common Problems Project

The Common Problems Project (CP2) is an interdisciplinary, problem-based pedagogy that was launched in 2015 by four partner colleges in the State University of New York (SUNY) system (Cortland, Oneonta, Oswego, and Plattsburgh). Since its inception, 100 faculty have participated in CP2 and integrated the pedagogy into 134 courses to implement 47 collaborative projects. CP2 is based on a simple but innovative approach in which instructors from different disciplines identify a real-world problem they have in common. They pair their relevant existing classes so that students can work in interdisciplinary teams to propose solutions to the problem. This paper describes CP2 and its theoretical underpinnings, provides the results of a three-pronged approach to assessment, and outlines recommendations for faculty and institutions who may be interested in replicating CP2 on their campuses. CP2 model holds promise for a future of collaborative problem solving as a pedagogical approach, and, as such, this article will be of interest to a wide range of scholars, practitioners, educators, and administrators.

Studying on Learning Satisfaction in Teaching Keyboard Courses With Problem-Based Learning Teaching Mode.

With the learning characteristics of adults, such as self-directed learning, courses that are preferred in application and practice, this research explores the Problem-Based Learning (PBL) teaching method employed in adult keyboard music learning courses. This research established a research model and investigated the correlation of learning satisfaction with influencing factors such as teaching effectiveness, self-efficacy, and teamwork and verified teaching effectiveness, self-efficacy, and teamwork relationships. Research data has been collected from the keyboard music students of the two classes of the Arts & Culture Department in Open University of Kaohsiung (OUK). Data analysis was conducted in three stages: descriptive statistics, measurement model verification, and structural equation model. The results of the study found that teaching effectiveness has a significant impact on learning satisfaction. Teamwork also has a significant positive impact on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. Finally, the results of the study found that teaching effectiveness and teamwork both have significant impacts on learning satisfaction. However, the self-efficacy dimension has little effect on learning satisfaction. The student-led presentations went smoothly and the results were quite remarkable, which became a reference for the implementation of other courses for adults in the future.

Development of Geogebra Assisted Problem-Based Learning Tools to Improve Mathematical Critical Thinking Ability and Self-Efficacy of Students at SMP Negeri 1 Stabat

This study aims to: 1) produce quality problem-based learning tools (valid, practical and effective) for grade VII students of SMP Negeri 1 Stabat; 2) Analyzing the improvement of mathematical critical thinking skills of SMP Negeri 1 Stabat students after being taught using Geogebra-assisted Problem-Based Learning tools; 3) Analyzing the increase in self-efficacy of SMP Negeri 1 Stabat students after using the Geogebra-assisted Problem-Based Learning tool. This research is categorized into development research using the Thiagarajan 4D learning device development model (four-D models). This research was conducted at SMP Negeri 1 Stabat in the even semester of the 2021/2022 academic year. The results showed that: 1) Geogebra-assisted problem-based learning tools in improving students' mathematical critical thinking skills and self-efficacy developed had met the valid criteria with a total average of 4.6, met the practical criteria with the implementation of the problem-based teaching materials used. has an average implementation of 81% in the good category, and meets the effective criteria, one of which is classical completeness reaching 85%, which has met the completeness criteria, namely 85% of students reach the KKM; 2) The improvement of students' critical thinking skills in the first and second trials can be seen in the average critical thinking ability in the posttest results of the first trial, which is 79.3 increasing to 84.7 in the second trial; 3) There was an increase in students' mathematical self-efficacy based on the average score of students' mathematical self-efficacy in the first trial of 3.21 while the average score of students' mathematical self-efficacy in the second trial was 3.45. Keywords: development of problem-based learning tools, geogebra, critical thinking skills, self-efficacy. DOI: 10.7176/JEP/13-16-10 Publication date: June 30 th 2022

Analysis of Industrial Engineering Students’ Perception after a Multiple Integrals-Based Activity with a Fourth-Year Student

In industrial engineering degrees in Spain, mathematics subjects are usually taught during the first two academic years. Consequently, it is often the case that students sometimes do not feel motivated to learn subjects such as Mathematics II (calculus). Nevertheless, this subject is fundamental for understanding other subjects in the degree study plan, as well as for the graduate’s future professional career as an engineer. To address this, a problem-based teaching methodology was carried out with the help of a fourth-year student who explained an activity to first-year students in a manner which was both friendly and approachable. In this experiment, the student went through a series of practical problems taken from different engineering subjects, which required multivariable integrals to be calculated and which he had learned in mathematics as a first-year student. In addition, a method based on pre-test and post-test assessments was applied. From this work, various benefits were observed in terms of learning, as well as an increase in the level of motivation of first-year students. There was a greater appreciation of the usefulness of calculus and computer programs to solve real-life problems, and the students generally responded positively to this type of activity.

Problem-based teaching design in engineering mathematical analysis course

According to the characteristics of engineering mathematics analysis course, this paper discuss the problem-based teaching design of engineering mathematics analysis from the perspectives of problem raising, problem analysis, problem solving and problem feedback during the whole teaching process.

The effect of educational intervention on shaping safe sexual behavior based on problem-based pedagogy in the field of sex education and reproductive health: clinical trial among adolescents in Tanzania

ABSTRACT Background The majority of adolescents are currently becoming sexually active before their 18th birthday having to battle with unsafe sexual behaviors, teenage pregnancies, sexually transmitted infections, and school dropouts. The study designed and tested the effect of integrated reproductive health lesson materials in a Problem-Based pedagogy (PBP) to enhance safe sexual behaviors among adolescents in Tanzania. Methods Clustered Randomized Controlled Trial was adopted among 660 adolescents in Tanzania. The study consisted of three research arms including pure PBP, Hybrid PBP, and Lecture-Based Pedagogy (LBP). Sexual-risk Behavior Beliefs and Self-esteem Scale adopted from previous studies measured adolescents' sexual behaviors. A Statistical Analysis Software (SAS) version 9.4 was used to analyze data. Descriptive analysis established adolescents' socio-demographic profiles. Generalized Estimating Equation (GEE) determined the effect of interventions on adolescents' intentions to practice safe sexual behaviors at a 95% confidence interval and a significance level of 5%. Results Adolescents' mean age was 15 ± 1.869 years. Sums of 57.5% (n = 380) were females. 39.5% of adolescents were sexually active whereas 44.8% of them initiated sexual intercourse by the age between 10 and 12 years. The end-line findings showed that 54.9% of adolescents in the LBP group demonstrated a significant intention to unsafe sexual behaviors against 26.3% and 30.9% of adolescents in the pure PBP and Hybrid PBP groups respectively. The Difference-In-Difference odds ratio for unsafe sexual behavior among adolescents in the Hybrid PBP and pure PBP was less (AOR = 0.30; p < 0.0001; 95%CI: 0.1398, 0.5559) and (AOR = 0.30, p < 0.0002; 95%CI: 0.1386, 0.5487) contrary to a control group respectively. Conclusion The integrated RH lesson materials in a PBP can change a spectrum of sexual behavior among adolescents in Tanzania. This study suggests school teachers and health workers work together to facilitate RH lessons using PBP to enhance safe sexual behaviors among adolescents for their healthy adulthood and future investment. Trial registration: Pan African Clinical Trial Registry identifier: PACTR202009656160779..

Effect of integrated reproductive health lesson materials in a problem-based pedagogy on soft skills for safe sexual behaviour among adolescents: A school-based randomized controlled trial in Tanzania.

BackgroundAdolescents are currently becoming sexually active before their 18th birthday during which they have to battle with unsafe sexual behaviours, teenage pregnancies, sexually transmitted infections (STIs), and school dropouts. The trend is linked with low soft skills (self-esteem and assertiveness skills) for them to make informed, reasoned, and responsible decisions over sexual activities. This study designed and tested the effect of integrated reproductive health (RH) lesson materials in a problem-based pedagogy (PBP) to enhance soft skills for safe sexual behaviour among adolescents in Tanzania.MethodsA double-blinded clustered randomized controlled trial was conducted between September 2019 and September 2020 among 660 randomly selected adolescents. A Sexual-risk Behaviour Beliefs and Self-esteem Scale adopted from previous studies measured soft skills for safe sexual behaviour. A descriptive statistical analysis was performed by using the statistical analysis software programme version 9.4. The effect of the intervention was determined using Linear Mixed Model set at α error probability = 5% significance level (95% confidence interval) and a β error probability = 0.80.FindingsAdolescents’ mean age was 15±1.869 with 57.5% females. The end-line findings indicated that the coefficient of soft skills was significantly higher among adolescents in the hybrid PBP (β=9.0986, p<0.01; 95%CI: 4.7772, 14.2311) and pure PBP (β =8.7114, p<0.01; 95%CI: 3.9990, 10.1208) than in the control group. The retention rate of soft skills was still significantly higher at 3-months follow-up (β=2.0044; p<0.01; 95%CI: 1.0234, 4.1182) and at 6-months follow-up (β=1.9803; p<0.01; 95%CI: 0.8399, 3.1099) compared to the baseline and immediate post-intervention assessments.ConclusionThe intervention substantially enhanced soft skills for safe sexual behaviour among adolescents of both sex. Despite the fact that scores for soft skills varied across the study timelines, adolescents demonstrated significant intentions to abstain from sexual intercourse, delay sexual relationships, negotiate condom use, and withstand sexual coercions. The PBP may need to be incorporated in ordinary level secondary school curricula as a formal guide to teachers and or health workers to optimally prepare adolescents for their healthy adulthood.

Education for sustainable development amidst COVID-19 pandemic: role of sustainability pedagogies in developing students’ sustainability consciousness

PurposeThis study aims to assess the impact of sustainability pedagogies on students’ sustainability consciousness (SC) in the online instructional settings during the COVID-19 pandemic.Design/methodology/approachA mixed-method, embedded research design was applied to conduct the research. The participants of the study were the pre-service teachers studying a course, namely, “Education for Sustainable Development” (ESD) in a public sector university of Pakistan. A total of 49 participants were divided into control and experimental groups. The experimental group experienced ESD-pedagogies in online teaching-learning (educational) settings, whereas the control group was taught through a lecture-based approach in an online educational setting. The outcome of the research was measured in terms of a change in the pre-service teachers’ SC. The qualitative data were collected from the experimental group only. The quantitative data were analyzed using paired sample t-test and independent sample t-test, whereas the qualitative data were analyzed through thematic analysis.FindingsThe quantitative and qualitative data indicate that sustainability pedagogies (i.e. case studies, critical incidents, discussions, debates and problem-based teaching) enhanced pre-service teachers’ SC in online educational settings during the COVID-19 pandemic.Originality/valueThe current research expands the discussion on the effectiveness of sustainability pedagogies in online educational settings in teacher education programs.