Problem-based Learning Activities Research Articles

Aktivnosti problemski orijentisane nastave i postignuće učenika u nastavi biologije

Didactically designed problems and students' active search for solutions are features that distinguish problem-based instruction from other forms of instruction. The paper analyzes the activities carried out by students in classes with problem-based instruction. The aim of the research presented in this paper was to study the quality and implementation of problem-based learning activities in biology classes, and also to discover correlations between problem-based learning activities and students' performance. 565 eighth-grade students participated in the study. The descriptive-analytical method was used in the research, and data were collected using the scaling and testing techniques. The results indicate that the problem-based learning activities studied tended to be an integral part of the process of solving biology problems in problem-based classes. Positive correlations were found between the frequency and quality of implementation of problem-based learning activities and student performance.

Critical Reflections of Pre-Service Teacher Education Student Participation in Service-Learning: A Pilot Study

This pilot study explored the effects of participation in a service-learning initiative on first-year pre-service teacher education student development. The focus of the service-learning was a combination of problem-based learning and immersive activities, pairing pre-service teacher education students with an early high school-to-college bridge program established within a public urban high school in the Northeastern United States. Through examining pre-service (6) student interviews as well as content analysis of individual student journaling and researcher observations, three themes emerged that contribute to pre-service student development: (i) exposure, (ii) involvement, and (iii) learning from experience. Students who participated in the service-learning expressed perspective taking in relation to engaging and being responsive to school-aged youth. This in turn may enhance pre-service student views of their own personal growth; preparation for future work as teachers; and continued awareness and promotion of benefits to community engagement and applied learning.

Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

Geography Student Teachers’Perceptions of Online Problem-based Learning Activities: A Case Study

PBL CME “DIFFICULT-TO-MANAGE ALLERGIC RHINITIS AND THE ROLE OF SHARED DECISION MAKING

Introduction THE Problem Based Learning Institute reports an Interactive CME experience covering Difficult to Manage Allergic Rhinitis and the Role of Shared Decision Making (SDM). This unique model of CME that combines the benefits of interactive case-based sessions utilizing problem-based learning (PBL) with follow-up didactic lectures “in context” to the case discussions in order to reinforce objectives from the PBL case. Objectives The objective of this study was to assess the effect of this unique interactive CME on primary care physician behavior and practice pattern change as well as satisfaction after participating in PBL sessions given by regional key opinion leaders. Methods A total of 7 Interactive PBL CME programs were given to 37 Primary Care Clinicians in different locations around the US. Participants completed pre-and post-meeting testing and satisfaction surveys. Pre and posttest surveys were done concerning behaviors. Results Pre-and post-meeting testing (4-6 weeks later) demonstrated significant changes in described behaviors. Of primary care physicians attending the PBL activity there was a 58% increase (from a baseline of 24%) who said they more frequently discussed Allergen Immunotherapy (AIT) using a SDM approach and 2/3 used the RCAT more frequently as well as altered their practice pattern. Conclusions We believe that this data supports that future CME should move toward this unique model of a “mixed” or “blended” format utilizing a PBL case prior to any lecture in context, due to its real-world appeal and its ability to change physician behavior, practice patterns and engage physicians in a positive educational experience.

Engineering assessment strata: A layered approach to evaluation spanning Bloom’s taxonomy of learning

Fostering metacognition can be challenging within large enrollment settings, particularly within STEM fields concentrating on problem-solving skills and their underlying theories. Herein, the research problem of realizing more frequent, insightful, and explicitly-rewarded metacognition activities at significant scale is investigated via a strategy utilizing a hierarchy of assessments. Referred to as the STEM-Optimal Digitized Assessment Strategy (SODAS), this targeted approach engages frequent assessment, instructor feedback, and learner self-reflection across the hierarchy of learning mechanisms comprising Bloom’s Taxonomy of Learning Domains. SODAS spans this hierarchy of learning mechanisms via a progression of (i) unregulated online assessment, (ii) proctored Computer-Based Assessment (CBA), (iii) problem-based learning activities assessed in the laboratory setting, and (iv) personalized Socratic discussions of scanned scrap sheets that accompanied each learner’s machine-graded formative assessments. Results of a case study integrating SODAS within a high-enrollment Mechanical Engineering Heat Transfer course at a large state university are presented for enrollment of 118 students. Six question types were delivered with lockdown proctored testing via auto-grading within the Canvas Learning Management System (LMS), along with bi-weekly laboratory activities to address the higher layers of Bloom’s Taxonomy. Sample assessment formats were validated through student use and schedules of responsibilities for instructors across four tiers of assessment levels (facts, concepts, procedures, and metacognition), two testing delivery mechanisms (electronic textbook exercises and proctored CBA), and three remediation mechanisms (self-paced, score clarification, and experiment clarification), which showed that learning achievement can increase by up to 16.9% compared to conventional assessment strategies, while utilizing comparable instructor resources and workloads.

The effect of technology supported problem-based learning approach on adults’ self-efficacy perception for research-inquiry

In this study, the effect of technology supported problem-based learning activities on adults’ self-efficacy perception for research-inquiry was investigated. Furthermore, determining the advantages and limitations of using Facebook in adult education were also investigated. In the study in which a total of 25 adults continuing their graduate studies participated, a qualitative and quantitative mixed method was employed. Problem-based learning activities during the course of curriculum development were supported by Facebook, one of the social networks. Designed with a single group pre-test and post-test design, the study has reached the conclusion that the adults are pleased with the activities. The results from the research revealed that problem-based learning activities supported by Facebook did not significantly affect adults’ self-efficacy perceptions for research-inquiry avoidance and personal development, but that they provided a positive increase in perceptions of self-efficacy for sustaining research. The use of Facebook in adult education facilitates communication, information and resource sharing, access to resources, immediate feedback and correction, and effective use of time for learners. Moreover, Facebook provides an advantage for learners to cooperate with their peers and to participate actively in the learning process. However, besides its advantages, there are certain limitations of using Facebook in the educational environment. Learner’s distance to using technology, problems experienced with internet access or distractions from the Facebook news feed can be stated as the limitations of Facebook.

Problem-Based Learning Module of Environmental Changes to Enhance Students’ Creative Thinking Skill

Creative thinking skills are important for long-term success. Empowering creative thinking skills which can be trained through problem-solving activities in learning, thereby promoting high cognitive engagement. This study aimed to test the effectiveness of the research and development product of Problem-Based Learning module of environmental changes in empowering students’ creative thinking skills. The research method used was the Quasi-experiment with nonequivalent control group design. The sample of the research was the tenth-graders of a Senior High School in Karanganyar district, Central Java. The sampling was cluster sampling by involving two classes, namely the Grade X-MIA 1 with 28 students and the X-MIA 4 with 28 students. The qualitative and quantitative-descriptive approaches were used to analyze the data. The result shows the mean of creative thinking skills score of experiment group is higher than the control group. This developed module could empower students’ creative thinking skills by problem-solving activities as needed for Indonesian educational goal . The study concludes that development module was constructed based on Problem-based Learning activities in the module could stimulate students solved and identified the problems with their ideas and developed their creative thinking.

Fact or Fiction? Designing Stories for Active Learning Exercises

ABSTRACTStories can be employed in a variety of ways in college classrooms—such as in case studies, simulations, and problem-based learning (PBL) activities. Sometimes these stories are historically accurate, while in other instances they are fictional. What might be the benefits and challenges of using fictional narratives? This article draws upon data from student surveys and 15 years of teaching practice to consider the advantages and drawbacks of using fictional stories in PBL exercises. It finds that using fictional stories develops problem-solving and teamwork skills, promotes deep learning, enables the discussion of sensitive topics, and helps to build a community of learners. Also, the stories can be easily modified so as to meet learning objectives and enhance instructional flexibility. Moreover, the challenges of using fictional stories are manageable. Writing such narratives can be easier than imagined if professors fictionalize a case study with which they are familiar. Concerns about the acquisition of substantive knowledge can be addressed by discussing the similarities between fictional stories and real-world cases. Students report that the use of fictional narratives clarifies abstract concepts and aids in the long-term retention of course material. While this article focuses on PBL, its findings are pertinent to other forms of active learning.

Effect of Problem Based Learning Activities about Coenzymes on Undergraduates' Achievement and Attitude toward Biochemistry Lesson

Sunulan çalışmada, Biyokimya dersi koenzimler konusunda uygulanan probleme dayalı öğrenme etkinliklerinin öğrencilerin akademik başarısına ve biyokimya dersine karşı tutumlarına etkisinin incelenmesi amaçlanmıştır. Çalışma, Kırklareli Üniversitesi Tıbbi Laboratuar Teknikleri örgün ve ikinci öğretim programlarına devam eden 48 öğrencinin katılımıyla toplam 3 haftada gerçekleştirilmiştir. Rastgele yollarla ile seçilen 24 öğrenci deney, 24 öğrenci ise kontrol grubu olarak belirlenmiştir. Veri toplama aracı olarak araştırmacılar tarafından geliştirilen hazır bulunuşluk testi (KR-20=0,84), koenzimler başarı testi (KR-20=0,846), Tarhan (2008) tarafından geliştirilen kimya dersine karşı tutum ölçeğinin biyokimya dersi için uyarlaması olan tutum ölçeği (α=0,86) ve yarı yapılandırılmış görüşme formu kullanılmıştır. Uygulamaya başlamadan önce, deney ve kontrol grubu öğrencilerine hazır bulunuşluk testi ve tutum ölçeği uygulanmıştır. Deney grubunda probleme dayalı öğrenme etkinlikleri uygulanırken, kontrol grubunda ise geleneksel öğretmen merkezli öğretim yöntemleri kullanılmıştır. Çalışmanın sonunda öğrencilere koenzimler başarı testi ve tutum ölçeği uygulanmıştır. Ayrıca tüm öğrencilerle yarı yapılandırılmış görüşmeler yapılmıştır. Çalışmanın sonuçlarına göre, probleme dayalı öğrenme uygulamasının, geleneksel öğretim yöntemlerine kıyasla öğrencilerin başarılarını arttırdığı ve biyokimya dersine karşı olan tutumlarını olumlu etkilediği belirlenmiştir.

Engaging E-Lectures Blended Course with Problem Based Learning Activities at a Developing University

The research setting for much of the investigation of the mixing e-lectures blended with Problem Based Learning is in English Department of Ma’arif Nahdlatul Ulama of Kebumen (UMNU). The research focus is on expending technology e-lectures to maintenance the student of English Department blended Problem Based Learning (PBL), which the participants assumed in cooperative groups. Video-based e-lectures offer interactive learning and more bright and adapted forms of self-regulated learning. Participants learned from both a video-based e-lecture with synchronized written transcript of oral presentation (multimodal) and an e-lecture without the transcript (unimodal presentation). Learners could be categorized as “repeaters”, whose main focus was on th e lectured material, or as “surfers,” who consumed less time on the lecture itself and as an alternative used the optional links. The Student of English Department was conveyed using a blend of face-to-face and online Problem-based Learning. By exploring key proficiencies concerning the integration of a variability of learning technologies in these courses an exertion is being made to control how the teacher’s role can design for effective integration of technology into the curriculum. While a blend of new media can suggestion significant occasions for lecturers in higher education, this can also be a discouraging obstacle for strangers. Subsequently it is expected that what is presented here in terms of the capability from these courses, can contribution academic staff in feeling at easiness with using a variety of learning technologies to support e-lecturer and Problem-based Learning and reproduce that in their own teaching practice in their disciplines. Results showed that the learning outcomes were significantly influenced by learner strategy (with repeaters outclassing surfers) using a range of learning technologies to support e-lect

Problem-Based Learning in a Woodwind Methods Course: An Action Research Study

The purpose of this action research study was to explore the use of problem-based learning (PBL) in a secondary instrument methods course. Six students enrolled in a woodwind methods course and participated in PBL activities—including video assessment, written scenarios, emergent performance scenarios in the classroom, group activities, and structured peer teaching—aimed at improving their ability to diagnose and solve instrument-specific performance problems. We examined students’ perceptions of PBL, including their teaching confidence, retention of course materials, and overall course engagement. The data collected suggest that students perceived themselves to be learning effectively in this PBL environment, and they felt generally confident in their ability to teach woodwinds. In addition, students appreciated opportunities for “real-life” teaching scenarios and expressed high levels of motivation, though they found this approach somewhat haphazard and unstructured. We suggest that PBL may be a viable method for educating preservice music teachers.

USING PROBLEM-BASED LEARNING TO PROMOTE STUDENTS’ USE OF HIGHER-ORDER THINKING SKILLS AND FACILITATE THEIR LEARNING

This paper reports on an action research conducted in a university semantic course for senior students of English in Vietnam. With the assumption that problem-based learning (PBL) approach promotes students’ thinking skills and facilitate students’ learning, the researcher designed problem-based learning activities that required students’ employment of higher-order thinking skills (HOTS) in their learning. By the time this paper was written, the action has fnished its two cycles; each cycle lasted for nine weeks. The participants of the study were 31 students of Applied Linguistics in a college of foreign languages in Vietnam. The findings shed light on the extent to which PBL activities can promote students’ use of HOTS and facilitate their learning in their English semantic class.

Assessment of a problem-based learning activity in a high performance scientific computing course

This paper describes an activity that exploits student interest in active learning projects vs. lecture, as well as the rapid replacement of computing lab technology. Groups of students are given a...

Direct Problem-Based Learning (DPBL): A Framework for Integrating Direct Instruction and Problem-Based Learning Approach

Direct instruction approach has been widely used in higher education. Many studies revealed that direct instruction improved students’ knowledge. The characteristics of direct instruction include the subject delivered through face-to-face interaction with the lecturers and materials that sequenced deliberately and taught explicitly. However, direct instruction resulted in low creative thinking and teamwork skills among students. Therefore, problem-based learning activities were adapted to reform and create an innovation of a direct instruction approach in developing the new situation.Objective: This study aimed at exploring lecturers’ and students’ perspectives towards Direct Problem-Based Learning (DPBL) activities as a new approach for activities in the classroom.Design: A quasi-experimental design was used.Participants: Third-year students (N = 276) who signed up for Computer Networks subject from Dian Nuswantoro University, Indonesia and five lecturers were involved.Findings and Results: Learning outcomes were significantly positively (Sig. p=.00). Creative thinking skills score increased 8.4%, Teamwork skills score increased 11.5%, and knowledge score increased 25.9% of DPBL approach. The majority of students have difficulties in the direct instruction approach 4.71(.472). Whereas, 1.99(.655) students have low difficulty in DPBL approach. Expert participants agreed that DPBL approach can enhance creative thinking and teamwork skills 4.70(.50).

Development of a health care systems curriculum.

BackgroundThere is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution.MethodsThis case study describes the application of a problem-based learning approach to system-based practice medical education. A series of behavioral statements, called entrustable professional activities, was created to assess student health system competence. Student evaluation of course curriculum design, delivery, and assessment was provided through web-based surveys.ResultsTo meet competency standards for system-based practice, a health systems curriculum was developed and delivered across 4 years of medical school training. Each of the health system lectures and problem-based learning activities are described herein. The majority of first and second year medical students stated they gained working knowledge of health systems by engaging in these sessions. The majority of the 2016 graduating students (88.24%) felt that the course content, overall, prepared them for their career.ConclusionA health systems curriculum in undergraduate medical education using a problem-based learning approach is feasible. The majority of students learning health systems curriculum through this format reported being prepared to improve individual patient care and optimize the health system’s value (better care and health for lower cost).

Learn on the Move: A Problem-Based Induction Activity for New University Chemistry Students

An open-ended team induction activity was developed in order to help introduce new year-one chemistry students at the University of Leicester to other members of their Problem Based Learning (PBL) teams and to facilitate development of a problem-solving strategy for PBL activities. The activity was based on the design, development, and evaluation of a learning resource intended for use by year-one chemists. Students were given the freedom to select the format for their resource, the topic the resource focused on, and the methods used to evaluate it. The level of student engagement with the activity was very good, and student feedback indicates a perceived benefit to transferable skills development, meeting fellow students and learning how to approach PBL problems.

Learning through debate during problem-based learning: an active learning strategy.

We explored medical student's views and perceptions of a series of debates conducted during problem-based learning (PBL) practiced as a part of the Spiral curriculum at the Imam Abdulrahman Bin Faisal University, Saudi Arabia. A series of debates were employed during PBL sessions for second-year female medical students, over the period 2014-2016. Each cohort of students was randomly split into 10 small PBL groups and exposed to weekly PBL activity. Within each group, the students were divided into a proposition half and an opposition half. Students were given 1 wk for debate preparation. The students' responses were recorded on a formulated questionnaire. Descriptive statistics were used to analyze quantitative data, and results are presented as percentages. The usefulness of debate in alleviating potential difficulties in communicating with patients was agreed to by 69% (n = 126) of participants. That these sessions evoked critical thinking among students was reported by 78% (n = 142). This series of debates helped 61% (n = 111) of students to learn effectively about controversial issues. Seventy-one percent (n = 130) considered that debate promoted argument generation and interpretation skills. Enhanced ability to analyze and research evidence was reported by 59% (n = 108) of students. One hundred and thirteen students (62%) agreed that debate helped them to improve clinical decision-making, and 75% of students agreed that debates encouraged tolerance toward diverse viewpoints/convincing strategies. The majority of our medical students found debating enhanced analytic decision-making, communication, and critical thinking skills.

Consideration of Problem-Based Learning in Athletic Training Education

Context: Athletic training educators are faced with the tasks of assessing learning styles, preparing and delivering content, and assessing student learning. Within content delivery, some educators may subscribe to certain learning theories and teaching strategies. One teaching strategy that holds potential for athletic training education is problem-based learning, which is grounded in cognitive theory and aligns with the way in which athletic training students learn by constructing knowledge based on previous experiences. Objective: To describe problem-based learning, the theoretical basis for using problem-based learning in athletic training education, and provide examples of incorporating problem-based learning activities into an evaluation course. Background: Problem-based learning was first introduced at McMaster University in an attempt to better transition between what medical students were learning in the classroom and what they were experiencing in their clinical settings. Problem-based learning has been studied and found to be effective in health care education and can be considered by athletic training educators. Description: Problem-based learning is a philosophy as well as a teaching strategy that uses problem solving to learn both content and clinical skills. Students work independently and in small groups to acquire knowledge through problem solving. Problem-based learning challenges the idea that students need a reservoir of knowledge before being able to solve a complex problem. Clinical Advantage(s): Based on theory and research in health care education, problem-based learning can be used in athletic training education to improve students' abilities to construct knowledge, to be active learners, to collaborate, and to give them the skills to be lifelong learners. Conclusion(s): Athletic training educators can consider implementing problem-based learning into their curriculums to integrate the learning of content and clinical skills.

Preservice Teachers' Beliefs About Using Maker Activities in Formal K-12 Educational Settings: A Multi-Institutional Study

This qualitative study examined preservice teachers' beliefs about using maker activities in formal educational settings. Eighty-two preservice and early-career teachers at three different universities in the United States took part in one-time workshops designed to introduce them to various maker tools and activities applicable to K–12 educational environments. Data were collected from 16 focus groups conducted during the workshops in spring 2016. Researchers analyzed the data using the Theory of Planned Behavior (Ajzen, 1985, 1991) to better understand the teachers' attitudes, subjective norms, and perceived behavioral control related to making activities, with the ultimate goal of using this information to assist teacher preparation programs in preparing their students to implement maker tools and strategies in their future classrooms. Participants expressed favorable attitudes toward implementing maker activities in their future classrooms and noted these tools and activities aligned with instructional strategies encouraged in their teacher preparation programs, including problem-based learning, inquiry learning, and hands-on learning activities, but noted several perceived barriers such as access to resources and working with reluctant peers and administrators.

Web-Mediated Problem-Based Learning and Computer Programming: Effects of Study Approach on Academic Achievement and Attitude

In the relevant literature, it is often debated whether learning programming requires high-level thinking skills, the lack of which consequently results in the failure of students in programming. The complex nature of programming and individual differences, including study approaches, thinking styles, and the focus of supervision, all have an effect on students’ achievement in programming. How students learn programming and the relationships between their study approaches and their achievement in programming have not yet been adequately illuminated. In this regard, the present study aims to investigate the effect of the study approach used on students’ attitudes toward programming and on their academic achievement within an online problem-based learning environment. In this study, a single-factor, pretest posttest single group and semiempirical method was utilized. The study was conducted on 41 students from a public university in Turkey. To implement problem-based learning activities, a teaching environment was created with the Moodle platform, allowing for group work and discussions. Seven status of the problems were prepared exclusively for the 12-week application period so that students could make suggestions about how to solve them. In the data collection phase, the Study Approach Scale, the Attitude Towards Programming Scale, and the Academic Achievement Test were employed. T-test and covariance analyses were carried out in the statistical analysis phase. According to the findings of the present study, students adopting the “deep” study approach were more successful than the students adopting a “superficial” approach. Moreover, it was determined that the problem-based learning application had a positive effect on students’ attitudes toward programming and that the study approach did not significantly affect the students’ attitude toward programming.