Problem-based Learning Activities Research Articles

Practicing Multilevel Governance: The Revision of the Piedmont Regional Territorial Plan

The regional level plays a relevant role in spatial governance and planning in Europe, as it constitutes the most suitable scale to both program European Union funding and territorialize international development strategies. In this light, regional spatial planning instruments play a crucial role in translating general objectives and recommendations (e.g., those included in the UN 2030 Agenda for Sustainable Development) in place-based implementation practices. This contribution reflects upon the implementation of a methodology aimed at engaging a multidisciplinary team of students in the revision of the Piedmont regional territorial plan (PTR), developed in close cooperation with the regional public administration. This problem-based learning activity supported the integration of supranational strategic objectives and funding streams with the regional territorial development priorities. In so doing, it represents a possible way to practice multilevel governance in concrete terms, employing the PTR as a meaningful catalyst.

Exploring the Development of Preservice Teachers’ Visions of Equity through Science and Mathematics Integration

AbstractThis paper details an integrated inquiry-based mathematics and science method course for preservice teachers designed around STEM problem-based learning. It documents how problem-based learning (PBL) activities supported PSTs’ envisioning of equitable approaches for diverse children. The overarching research question was: How did preservice teacher learning and lesson design experiences within integrated STEM inquiry translate to their vision of equity-based STEM practice? The data included PSTs course reflections, STEM PBL 5E units, and reflections as they watched recordings of their teaching their units. This facilitated mapping the development of PSTs’ vision for equitable teaching across the field mediated experiences in teaching and learning STEM. Our findings revealed how visions of equitable STEM practices emerged from the PST's own experience as being a learner in an integrated STEM environment and from being a teacher who planned and enacted an equity focused STEM unit in a diverse classroom context. The dual teacher-learner experience of the mediated field experience was critically important to provide experiencing and witnessing the high level of motivation during the meaning-making process and provided evidence that rigorous math and science learning is possible in diverse contexts.

The Importance of E-Worksheet Based on Problem Based Learning Activity to Improving Student's System Thinking Skills: Science Teacher's Perspective

This research aims to describe the importance of learning media in the form e-worksheet with a problem-based learning model to improve students’ systems thinking skills which focuses on Energy material. The research model used is the 4D development model (Define, Design, Develop, Disseminate). This article reports on the Define stage. Data collection was taken from literature studies and distributing questionnaires via Google Form, then descriptive analysis was carried out. The teacher respondents in this research were 25 science teachers in Lampung Province. The results of the research show that 60% of the problems experienced by teachers in the field are the lack of teaching materials and learning media that are able to stimulate 21st century skills. As many as 78.3% of teachers have not trained systems thinking skills which are part of 21st century skills. Literacy study results shows the importance of learning media with problem-based learning to improve systems thinking skills.

IMPLEMENTATION OF SCAFFOLDING STRATEGY TO IMPROVE CHEMICAL LITERATION CAPABILITIES AND SELF-EFFICACY THROUGH USE OF THE PROBLEM-BASED LEARNING MODEL AT COLLOID MATERIAL

The scaffolding strategy is designed to address difficulties in understanding materials. By using scaffolding, it is possible to improve chemical literacy and self-efficacy. The teaching of colloidal material has not represented abstract material adequately. Therefore, to enhance chemical literacy and self-efficacy, a student-centered learning model is needed, namely the problem-based learning (PBL) model. This study aims to determine the differences in chemical literacy and self-efficacy in the scaffolding strategy with the PBL model, the relationship between chemical literacy and self-efficacy, and student responses to the scaffolding strategy with the PBL model.The research method used was quasi-experimental with a pretest-posttest non-equivalent control group design. Purposive sampling was employed for sample selection. The study used descriptive and inferential analysis, comparing dependent variables in the experimental class using the scaffolding strategy with the PBL model and the control class using the PBL model, with a sample of 73 students.The results indicate a significant difference in chemical literacy and self-efficacy between the scaffolding strategy with the PBL model and a positive response from students in terms of chemical literacy and self-efficacy after treatment. The Pearson correlation (rxy) between chemical literacy and self-efficacy was 0.674, indicating a strong correlation. The R2 value was 0.454, meaning that self-efficacy contributes 45.4% to chemical literacy. Students showed a positive response to the scaffolding strategy with the PBL model compared to without the scaffolding strategy. Therefore, the implementation of the scaffolding strategy with the PBL model can enhance chemical literacy and self-efficacy by providing students with assistance in understanding materials and problem-solving. The application of the scaffolding model in PBL activities should be modified using supportive media with characteristics similar to those in this study.

Faculty’s perception of their role as a tutor during Problem-Based Learning activity in undergraduate medical education

Introduction: The study aimed to ascertain how the faculty at the Faculty of Medicine, Hasanuddin University perceived their role as a tutor during a problem-based learning activity during the academic phase of medical education, based on the length of time they acted as a tutor. Methods: This was prospective observational research with an explanatory sequential mixed-method design, which was performed at the Undergraduate Medical Study Program, Faculty of Medicine, Hasanuddin University, from January 2023 until May 2023. Research subjects were divided into two groups: a) the Novice group and b) the Expert group. Quantitative data were collected by giving a questionnaire containing six categories with 35 questions and distributed by Google form. An independent t-test was used to compare the faculty’s perception, with a p-value <.05 significant. Followed by Focus Group Discussion (FGD) for qualitative data, which then were analysed by thematic analysis. The last stage is integrating quantitative and qualitative data. Results: There were statistically significant differences in seven issues between the two groups. Most of the tutors in both groups had favorable opinions, except for the expert group's disagreement with the passive role of the tutor in the tutorial group. Eight positive and twelve negative perceptions were found in the FGD. Conclusion: Most tutors positively perceived their role in PBL, with the expert group having more dependable opinions and well-reasoned suggestions. Keywords: Problem-Based Learning, Undergraduate Medical Education, Focus Group Discussion

PBL(문제기반학습) 수업이 예비유아교사의 핵심역량에 미치는 효과성 분석

Objectives The purpose of this study is to apply PBL(Problem-Based Learning) to the teaching subject class of preservice early childhood teachers and to analyze how PBL affects the improvement of the key competencies.
 Methods PBL was conducted for 15 weeks, focusing on making and solving problems that beginner early child-hood teachers may face in the educational field and to preparing a PBL class plan for infants. Participants in the study were 44 second-year early childhood education students who took education methods and educational technology class for the second semester of 2022 at H vocational college in Seoul. In order to analyze whether the PBL class of pre-service early childhood teachers is effective in key competencies, a pre-post survey was con-ducted to diagnose key competencies, and reflection journals and PBL results were collected and analyzed.
 Results As a result of the pre-post examination, the performance of improving key competencies (creativity, con-vergence, challenge, and growth) through PBL classes showed a significant difference at the statistical .001 level. In particular, the degree of improvement was high in terms of openness to change, comprehensive thinking, goal orientation, and self-efficacy, which are sub-detailed competencies. As a result of analyzing the reflection journal, it was found that students improved throughout key competencies such as creative competency, convergence competency, challenge competency, and growth competency through PBL classes. In particular, as an early child-hood teacher in the future, they showed confidence in the application of PBL classes for infants, and they have expectations that infants, like themselves, will be able to grow through PBL. It also showed a sense of efficacy that various and complex problems that may be raised in the field of early childhood education can be solved coop-eratively through PBL.
 Conclusions To improve the effectiveness of PBL classes, it is necessary to develop instructors' PBL teaching ca-pabilities, to understand the theoretical and practical instruction design and education methods, make efforts to enhance mutual learning and key competencies through PBL activities, and utilize various teaching methods and multimedia technologies.

Impact of Problem-Based Learning on the Perception, Understanding, and Application of Statistical Concepts in Business Administration and Management Students

We investigate the impact of the Problem-Based Learning (PBL) approach supplemented by student-created videos on the teaching of Probability Calculation and Inference Statistics in Business Administration and Management Studies. To that aim, we analyse survey results gathered from a sample of students from the Business Administration and Management and Law-Business Administration and Management degrees at the University of Zaragoza who participated in the PBL experience, focusing on their perceptions, skill development, dynamics of collaboration, and communication with teachers and classmates. Additionally, a comparative study of their final grades is conducted, comparing them with that obtained by students who did not engage in PBL. Our findings reveal that PBL significantly enhances students’ understanding and motivation, along with their communication with teachers, particularly among repeating students, and teamwork skills, particularly among beginners. Furthermore, students participating in PBL activities tended to achieve significantly higher grades than their nonparticipating counterparts did. Moreover, our study contributes to the discourse on sustainable education by highlighting the potential of PBL as a pedagogical approach aligned with the Sustainable Development Goals. By promoting active learning, collaborative problem solving, and communication skills, PBL fosters a culture of lifelong learning and empowers students to address real-world challenges in a sustainable manner. These findings have implications for educators, policymakers, and researchers seeking to promote sustainability in higher education through effective pedagogical practices.

Validity of instrument to measure mathematics teachers’ perceptions towards problem-based learning activities

<span lang="EN-US">Problem-based learning (PBL) is a proposed method for teaching mathematics in primary education in the education 4.0 era. This method enables teachers to conduct effective instruction by allowing students to explore alternative solutions to problems. This study was conducted to develop and validate an instrument for evaluating primary school mathematics teachers’ perceptions of PBL activities. This research is quantitative, and a questionnaire was employed to collect data. The data obtained were analyzed descriptively utilizing Cronbach’s alpha and exploratory factor analysis (EFA). It is determined that Cronbach’s alpha is 0.885, with a factor eigenvalue greater than 1. The Kaiser–Meyer–Olkin (KMO) value for each construct is 0.50, whereas Bartlett’s test value is statistically significant (<0.5). Each item has a factor loading of 0.50 or higher and a standard deviation of ≥60%. This study’s results indicated that this instrument can be used to investigate primary school mathematics teachers’ perceptions of PBL activities involving group division, generating ideas and learning issues, identifying problems, self-directed learning, synthesis and application, reflection, and assessment.</span>

The Challenge and Opportunities of STEM Learning Efficacy for Living Technology Through a Transdisciplinary Problem-Based Learning Activity

The Challenge and Opportunities of STEM Learning Efficacy for Living Technology Through a Transdisciplinary Problem-Based Learning Activity

Student and Instructor Ratings in Geographic Information Systems: A Comparative Analysis

Geographic information system (GIS) education empowers engineering students to make informed decisions, integrate comprehensive data, and communicate effectively through maps and visualizations. In GIS education, it is common to employ problem-based learning, which can benefit from the advantages of peer assessment methods. Among the benefits of peer assessment are the enhancement of students’ capacity for analysis and synthesis, improvement in organizational and professional communication skills, and the development of critical judgement. However, a consequence of its application is that there may be variation in students’ final grades, with no consensus in the literature on this matter. This paper explores the extent to which the application of peer ratings among students can modify student grades in the field of GIS education. This was achieved by conducting an experiment in which undergraduate engineering students assessed two problem-based learning activities carried out by their peers in two different basic GIS courses. The ratings obtained after the peer assessment were compared with the grades given by the instructors. The results allowed us to debate whether the teaching benefits of this strategy compensate for the differences between the students’ grades and those given by instructors. Although no clear pattern was found in the mean ratings awarded by the two groups of evaluators, the results show that student engagement in peer assessment was high. This experience has demonstrated that the assessments of the two groups complement each other and allow students to gain a better understanding of their ratings and how to improve their skills.

Enhancing Learning in Biology for Engineers: A Problem Based Case Study

Abstract— Problem-Based Learning (PBL) is acknowledged as an effective pedagogical approach that facilitates a deeper understanding of concepts, surpassing a 90% comprehension rate. Renowned as a dynamic and student-centered activity, PBL fosters out-of-the-box thinking, thereby supporting the enhancement of students' skills and creativity. This paper specifically delves into the application of problem-based learning in the context of the third-year undergraduate Biology for Engineers course. PBL activities tailored for the Biology for Engineers curriculum are meticulously crafted to provide students with a progressive and comprehensive grasp of biological concepts, coupled with their practical applications in the realm of engineering. By adopting a creative, applied, and design thinking approach, PBL enables students to traverse the intricacies of the biology course effectively. In the Biology for Engineers course, PBL activities are strategically designed to facilitate a step-by-step acquisition of in-depth knowledge and a nuanced understanding of the real-life applications of biology in engineering contexts.This deliberate approach not only augments students' experiential learning of biology but also nurtures their creativity. Significantly, the PBL methodology empowers students by instilling a sense of ownership over the course, thereby contributing to their overall academic and professional development. Keywords—Learning, Course, Problem based Learning, Activity, Biology.

A problem-based learning activity for enhancing inquiry skills and facilitating conceptual change in a biological chemistry course

When teaching STEM courses, it is important to introduce state-of-the-art techniques. Students need to learn how to conduct experiments, analyse data and choose the most effective approaches to address meaningful situations. Here we present the assessment of the implementation of a structured inquiry-based activity aimed at teaching students about protein mass and size. This activity emerges as an intervention in our educational module, designed to create a cognitive conflict that effectively drives a conceptual change. To evaluate the efficacy of this module, we collected data on students’ perceived and actual knowledge through pre- and post-class surveys (n = 36 and 34, respectively, mean age 26 ± 2). Additionally, we evaluated lab reports using a detailed rubric. Results indicate that the practical innovation we propose is a challenging activity that promotes the accomplishment of our learning objectives. The activity led to improvements both in confidence and in actual mastery of theoretical concepts and techniques. After completing the activity, students were able to choose the most appropriate technique to solve specific problems. Furthermore, we found that the use of a structured questionnaire in lab reports helped students to accurately analyse and process experimental data. It also allows them to demonstrate understanding of technical limitations, while integrating the knowledge and skills acquired during the module. Overall, this activity provides notions that are conceivable and profitable, thus leading to successful conceptual changes.

Development of Physics Teaching Material with Problem-Based Learning to Train Students’ Problem-Solving Skills

In the era of Industry 4.0, problem-solving skills are crucial to address life's increasingly complex and diverse challenges. However, these skills are often not adequately cultivated in schools. This study aims to describe the suitability of physics teaching materials using problem-based learning (PBL) to enhance students' problem-solving skills in the topic of light and optical instruments. This research employs the Dick and Carey development model, involving five validators, ten students in a limited test, and 15 students in an extensive trial. Data is collected using validation instruments, observation of learning, and problem-solving tests. The results of the study indicate that the validation results of physics teaching materials, including lesson plans, teaching materials, student worksheets, and problem-solving tests, are 93, 92, 90, and 92, respectively, with a "very valid" rating. Furthermore, PBL activities in the limited and extensive trials are 84 and 86, respectively, with a "practical" categorization. In conclusion, the physics teaching materials developed using PBL are suitable for training problem-solving skills in physics education. These materials can be applied in secondary school-level education, particularly for light and optical instruments, to enhance students' problem-solving abilities.

Probleme Dayalı Öğrenme ve Geleneksel Öğretim Yöntemlerinin Lisansüstü Çalışmalarda Karşılaştırmalı Çözümlemesi: Öğrenme Çıktıları Üzerine Etkilerinin Sentezi

This research aimed to evaluate and synthesize the effectiveness of problem-based learning (PBL) compared to traditional instruction (TI) in various learning outcomes. The study, using a sequential explanatory mixed research approach, reviewed 74 postgraduate dissertations from Türkiye, spanning from 2009 to 2021, that matched specific inclusion criteria. Qualitative data analysis revealed that the majority of these dissertations were master’s level and completed in 2010. These studies frequently implemented experimental interventions in middle school science classes, typically over five weeks with groups of 21-30 students. The quantitative analysis showed that PBL had a significant overall impact, with a General Effect Size (GES) of 0.734 across all variables. This effect was divided into specific clusters: knowledge (GES of 0.992), skills (GES of 0.696), and emotions (GES of 0.406). Further, PBL particularly affected academic achievement (GES of 0.842), scientific process skills (GES of 0.351), and course attitude (GES of 0.402), which were the most commonly assessed variables in the respective dimensions of knowledge, skills, and emotions. Additionally, PBL showed a substantial impact (GES of 0.799) on variables covering 21st-century competency framework skills. In summary, the study found that PBL is significantly more effective than traditional instructional methods across various learning outcomes, particularly in enhancing knowledge, skills, and emotional aspects of learning. This study suggests that integrating PBL activities can significantly enhance the attainment of curriculum objectives.

Using Problem-Based Learning (PBL) in an Undergraduate Ergonomics Course

Ergonomics courses typically cover a range of topics related to the design and organization of workplaces to optimize human performance and well-being while minimizing injury risk and discomfort. This study introduces the PBL application steps to attract attention to the importance of noise not only in workplaces but also in daily life. The driving question is determined as “How can we assess and minimize the perceived daily noise exposure of people to sustain hearing health?”. Then, the students are asked to evaluate the PBL activities at the end of the term. Among the students who completed all activities, 60% strongly agreed, 32% agreed that PBL contributed to the understanding of the subject, and only 8% stated that PBL didn’t make a significant contribution when learning the topic of concern. The PBL framework developed for “noise” has the potential to be enhanced and adapted for other topics in this course.

Latent profile analysis on the effectiveness of tutor performance: Influence on medical students' engagement in blended problem-based learning.

Tutor performance is a critical factor for the success of a problem-based learning (PBL) curriculum. This study investigated medical students' perceptions of the effectiveness of tutor performance and the relationships with learning engagement (behavioral, emotional, and cognitive engagement) in the blended PBL approach. This study employed a cross-sectional survey and data were collected from 238 first-year and second-year medical students. Latent profile analysis (LPA) was used to investigate how individual students' perceptions of tutor performance can be clustered. Follow-up multiple one-way analyses of covariance (ANCOVA) were performed to examine the relationships with students' learning engagement in PBL activities. The effectiveness of tutor performance perceived by students was classified into lowly, moderately, and highly effective tutors. These clustering profiles were significantly related to the different types of learning engagement in the blended PBL process. Hence, this study highlights that the tutor is one of the key aspects of assessing the implementation of blended PBL since student performance is positively associated with the perception of tutor effectiveness.

Problem-Based Learning Approach for Developing Learning Management Skills in Undergraduate Mathematics Education

This study explores the effectiveness of problem-based learning (PBL) activities in developing learning management skills among mathematics education students. The research was conducted with 30 participants selected from a public university in Thailand using a cluster sampling method. A holistic rubric with a rating scale of 1 to 5 was employed to assess learning management design and teaching implementation. The results indicate that PBL significantly enhanced students’ learning management skills, with mean scores of 77.90 (82% of full mark) for learning management design and 56.90 (81.29% of full mark) for teaching implementation. Overall, the participants achieved a mean score of 134.80 (81.70% of full mark), demonstrating the effectiveness of PBL in fostering comprehensive learning management abilities. Moreover, participants expressed high satisfaction with the PBL approach, as evidenced by a mean satisfaction score of 4.54 (S.D. = 0.48) on a 5-point Likert scale. The study contributes valuable evidence supporting the integration of PBL in teacher education curricula, with implications for both academic and pedagogical contexts. Policymakers are encouraged to consider incorporating real-world problem-solving experiences in all teacher education classes, and further studies can explore the long-term effects of PBL on students’ teaching practices.

Effects of student-centered learning approaches towards interest in science

The need to improve the way science is taught in Philippine classrooms arises because of the decline in the performance in science among high school students. This study investigates the effects of student-centered approaches, such as inquiry-based learning (IBL) and problem-based learning (PBL), on students’ interest in learning science. This study utilized an explanatory sequential mixed-method design. A total of 44 Grade 12 students served as respondents to the survey through a complete enumeration technique. Data were collected using a modified science interest questionnaire, a journal, and through a one-time recorded interview. Results revealed that IBL and PBL showed a significant difference in students’ interest after exposure to both approaches. IBL and PBL activities encourage student engagement, critical thinking, and creativity. However, a few students felt distressed about IBL activities and disclosed negative views of PBL as difficult and time-consuming.

A problem-based learning activity to learn about sustainable development

A problem-based learning activity focusing on the human impact on the environment and the importance of sustainable development is presented. The activity revolves around a mysterious island where the civilization is on the blink of extinction, prompting students to investigate how human behavior, ecosystems, resources, and natural balance contributed to this predicament. Designed for middle school grades, the activity aligns with the Common Core State Standards and the NGSS. It covers 10 chapters, corresponding to 10 lessons. Students collaborate in groups, assuming the roles of scientist, to gather and share information, and interpret scientific data and graphs. Teachers can utilize this presented activity in their classroom to introduce core ideas of Earth and Human Activity while simultaneously enhancing students’ engagement, awareness, and problem solving skills regarding sustainability and environmental concerns. The implementation of the activity and suggestions for improvement were also discussed, ensuring its effectiveness in fostering critical thinking and environmental literacy among students.

Examining students’ perceived reasoning skills in wiki-based PBL internship courses

This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students’ relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive editing, version preservation and multi-user content editors) that are useful for enhancing collaborative learning, knowledge co-creation and authentic problem-solving in the PBL context. A quasi-experimental design was adopted to execute this survey. A total of 185 students were separated into either an experimental group (EG) with wikis or a control group (CG) without wikis, according to their PBL activities. Independent t tests showed a significant difference in four variables between the EG and the CG. The EG students exhibited a statistically significantly higher degree of relationship commitment, interpersonal trust, KSB and reasoning skills than the CG students. The conclusion of the results can provide beneficial information on students’ PBL experiences for instructors who aim to redesign their course materials and improve their higher education teaching methods. The research findings thus enrich the literature on healthcare education by addressing the influence of wikis on students’ PBL effectiveness, which is an under-researched area. Implications for practice or policy: Wikis’ collaborative authoring function can encourage collaboration. Using a wiki-based PBL approach can enhance students’ trust and commitment. Using a wiki-based PBL approach can facilitate students’ KSB. Using a wiki-based PBL approach can enhance students’ reasoning skills. Using a collaborative learning method can complement wiki-based PBL approach.