Problem-based Learning Problem Research Articles

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.

Fluid Dynamic Learning Assisted By Student Worksheet Based Rvm with Setting PBL

This research will be explain about the learning material fluid dynamic based RVM (Representation of Verbal andMathematic) assisted by student worksheet with setting PBL (Problem Based Learning) in senior high school. In this article, astudy that used method of descriptive research with qualitative research with obtained data from various sources such as journals,books, proceedings, internet and observation. The first step is a collect data from journals, books, proceedings, internet andobservation. Data from step data collection will be analyzed as research data collection. The result showed that learning fluiddynamic based RVM (Representation of Verbal and Mathematic) assisted by worksheet with setting PBL (Problem BasedLearning) can improve student activities and learning outcomes of student.

THE EFFECTS OF THINKING MAPS-AIDED PROBLEM-BASED LEARNING ON MOTIVATION TOWARDS SCIENCE LEARNING AMONG FIFTH GRADERS

This research was conducted to evaluate the effects of Thinking Maps (TM)-aided Problem-based Learning (PBL) teaching method (TM-PBL) on motivation towards science learning among Fifth Graders. A quasi-experimental pre-test/post-test non-equivalent control group design was employed to measure students’ motivation towards science learning (SMTSL) in motivational factors of self-efficacy, active learning strategies, science learning value, performance goal, achievement goal, and learning environment stimulation. The sample consisted of 270 Fifth Graders aged 11 years old. The students were randomly selected and assigned to TM-PBL (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The SMTSL questionnaire was administered prior to and after each intervention. A MANCOVA was conducted on the post-test measures of motivation using the students’ pre-test as the covariates. The result indicated that students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the PBL group in Self-efficacy, Active learning strategies, Achievement Goal and Learning environment stimulation. Likewise, students taught via the TM-PBL teaching method gained significantly higher levels than their counterparts from the CPS group in all motivational factors. The findings suggest that the Thinking Maps-aided Problem-Based Learning method is effective in improving motivation towards science learning among Fifth Graders. Keywords: fifth graders, motivation towards science learning, problem-based learning, thinking maps.

THE EFFECTS OF PROBLEM-BASED LEARNING WITH THINKING MAPS ON FIFTH GRADERS’ SCIENCE CRITICAL THINKING

This research was conducted to evaluate the effects of Problem-based Learning (PBL) with Thinking Maps (TM) teaching method (PBL-TM) on Fifth Graders’ science critical thinking. The critical thinking skills evaluated were Comparing and Contrasting, Sequencing, and Identifying Cause and Effect in physical science. A quasi-experimental pre-test and post-test control group design was employed in the research. The sample consisted of 270 Fifth Graders (age 11 years old) from three primary schools in Tawau, Sabah, Malaysia who were all randomly selected and assigned to PBL-TM (n=90), PBL (n=90), and Conventional Problem Solving (CPS) (n=90) teaching groups. The 30-item Test of Science Critical Thinking was used as the pre-test and post-test. The three thinking maps used were Double Bubble Maps, Flow Maps, and Multi-Flow Maps. A MANCOVA was conducted on the post-test scores with students’ pre-test scores as the covariates. The result indicated that students in the PBL-TM group significantly outperformed their counterparts in the PBL group who, in turn, significantly outperformed their counterparts in the CPS group in Comparing and Contrasting, Sequencing, and Identifying Cause and Effect. The findings suggest that thinking maps, which were explicitly infused into problem-based learning is effective in promoting critical thinking among Fifth Graders in physical science lessons. Key words: critical thinking, fifth graders, problem-based learning, thinking maps.

Use of problem-based learning in the teaching and learning of horticultural production

ABSTRACTPurpose: Problem-based learning (PBL), a relatively novel teaching and learning process in horticulture, was investigated. Proper application of PBL can potentially create a learning context that enhances student learning. Design/Methodology/Approach: Students worked on two complex ill-structured problems: (1) to produce fresh baby greens for a 4-week catering event and (2) to produce seedlings for a grower. Data collected were analyzed by the concurrent method and presented as case studies. Findings: Students developed positive attitudes through active engagement. Their presentations and reports demonstrated leadership roles, critical thinking and conflict management. Practical professional, social and affective skills were developed through production of 5 kg baby greens, and 2500 vegetable seedlings. Successes and limitations were identified. Theoretical Implication: The quality of the PBL problem is critical for the stimulation and elaboration of prior knowledge, development of epistemic curiosity and the relevant semantic framework. These are motivators that inspire effective learning. Practical Implication: Cognitive and emotional intelligence skills are realized by trusting the PBL process, identifying enhancers and inhibitors. Enhancement of creativity, social and employability skills manifest through challenges that help to develop for the ‘whole’. Originality/Value: In the horticulture industry, stakeholders interact with each other and the agro-ecological system. Consequently, competencies in production and emotional intelligence are invaluable.

Quality of Problem Based Learning Scenarios at College of Nursing in Egypt and KSA: Comparative Study

In PBL (problem based learning), the learning activity starts with a problem, which is a description of a set of phenomena or events in need of explanation in terms of an underlying process, mechanism or principle. Students analyze these problems in small groups. The task of the group of students is to explain the phenomena or events provided in the given problem. Quality of problems and the tutor performance are all important features of a problem based curriculum. The most dominant factor that affects the PBL process is the high quality of the problems presented to the students. High quality problems are crucial for successful learning in Problem Based Learning. Aim: The aim of this study was to evaluate the quality of PBL scenarios at Colleges of Nursing in Egypt and KSA. Material: descriptive analytic study design was conducted. The study sample consisted of 140 undergraduate nursing students in in and 74 from in . Questionnaire consisted of six factors derived from criteria of effective PBL problems. It covered an effective PBL scenario as a problem that: stimulates thinking, enhances analysis and reasoning (3 items), stimulates self-directed learning (3 items), leads to studying the intended contents (3 items), enhances interest in subject matter (3 items), is relevant to the future profession with realistic context (3 items) and matches the level of prior knowledge (3items). Results: This study revealed that strong positive correlation between learners’ opinions of the Overall rating Quality Problem and factors affecting quality of PBL scenarios and mean score of quality problem as perceived by studied groups reflects that all factors related to quality of PBL problems for Al Qassim nursing learners were higher than Port Said nursing learners. Also, the results reflects that Al Qassim learners have a highly agreed that the problem encourages consulting literature linked to block objectives compared to of the learners. In addition, both Port Said learners and Al Qassim the learners have a highly agreed that the problem shows clear linkage to the future profession. Conclusion and Recommendations: Based on the study findings, it recommended that regular problem revision and updating according to continuous health is care changes is a must, continuous investigating learner's opinion regarding quality of problem formulation, and considered when updating the problems. Implementation of orientation programmed for both learners and staff members about PBL approach and its effect on learner's skills and behavior in life.

Differential effects of variations in problem-based and lecturing sequences

This study describes how problem-based learning (PBL) can best be used as a supplementary to the lecturing mode. The lecturing mode followed/supplemented by PBL is compared with PBL followed/supplemented by the lecturing mode. The PBL problem was project-based and integrates various concepts to match a real-life situation. The attitudinal effects, motivational effects and amount of reflection were much higher for those students who were in the lecturing mode followed by PBL. Students who did PBL first found it more strenuous and they became negative once supplemented in the lecturing mode. The PBL component improves the student's teamwork and communication skills whilst they also learn to apply their knowledge to solve complex engineering problems. There is a real need to address gaps between employer expectations and higher education outcomes in South Africa and it might be worth it for universities to move at least in part to PBL.

Using a Problem-Based Learning Approach to Incorporate Safety Engineering into Fundamental Subjects

AbstractSafety is considered as an important area of engineering education, but it is often not addressed adequately in an engineering curriculum. Contents of safety engineering were incorporated in an introductory statistics course through the problem-based learning (PBL) approach. Novices were learning statistical contents via PBL problems from the field of safety engineering. They were divided in two groups according to the partial assessment option they chose: a group with classical assessment and a group with assessment of an independent PBL engineering problem that was designed in accordance with a campaign coordinated by a leading safety agency. In the problem, students analyzed the quality of installation of fire extinguishers in more than 200 buildings, as well as their maintenance. The aim of this study is to find out if the assessment of such a problem can be used to assess students’ holistic statistical knowledge, if students can get new insights in the field of safety engineering, and if such...

Introduction of Designing of Problem in Problem Based Learning in Pharmacology for Under-Graduates

Objective: Factual teaching is stressed rather than facilitated teaching in India. Pharmacological textbooks are often drug-centred. Irrational prescribing is a common problem. Application of knowledge to real-life scenarios, therapeutic efficacy/safety monitoring etc., are needed. Learning is a change in the learner’s behaviour. Problem (ex: case history) drives learning in Problem-based learning (PBL). Problem (heart of PBL) functions as a content/knowledge organizer, learning motivator etc. Issues surrounding design of problems have received little attention. The 3C3R PBL problem design model considers issues critical to effectiveness of PBL. PBL has many advantages. There is lacuna of PBL in our setup and introduction of PBL will be an innovative effort. Method: Goal is to establish levels of learning achieved by learners as a result of intervention viz., PBL and traditional Lecture Based Learning (LBL) and adequacy of teaching/learning method in achieving the learning objectives. Conceptual framework consists of 3C3R model comprising of Core components (content, context and connection) and Processing components (researching, reasoning and reflecting), each having specific functions and inter-component relationships. Simultaneously 3C3R model will be evaluated. Present randomised controlled study consists of true experimental design. II-MBBS students are randomly divided into traditional LBL and PBL group. Pre and post (M.C.Qs), attitude (Likert’s-type items) and clinical application tests will be conducted. Data analyzed by standard statistical tests (p<0.05 = significant). Result and Conclusion: PBL can be used as an adjunct/replacement for traditional LBL in pharmacology. Present study may become a reference for future research in other disciplines.

Application of Problem-Based Learning (PBL) Method to Introduction to Creative Engineering Design Course: Case Study of Environmental Engineering in Chungnam National University

An ‘Introduction to Creative Engineering Design’ course at College of Engineering at Chungnam National University is required for all freshmen. The objective of this course is to educate the freshmen with basic engineering design concepts and experiences in creative problem-solving approaches. It provides the students learning opportunities in solving engineering design problems through team efforts and creative approaches. Thus, this course emphasizes creative ideas and thinking, engineering design experiences to students over the course. This study presents the syllabus, the examples of PBL (problem based learning)-related activities as a team, and the results of the course evaluation and outcomes. Based on the results of this study, we can conclude that overall this course using PBL method had significant positive effects on the course outcomes and the creativity of the engineering freshmen in the department of environmental engineering at Chungnam National University. However, there are still efforts to be needed to improve the PBL-related activities in the course, including students' workload, financial supports, and team work.

The Relationships Between Problem Design and Learning Process in Problem-Based Learning Environments: Two Cases

Some researchers have argued that the design of problems used in a Problem-based Learning (PBL) course or curriculum could have an impact on student learning cognitively or psychologically, such as students' self-directed learning process or engagement. To investi- gate the relationship between PBL problem design and students' self-directed learning as well as mindful engagement in the problem solving and learning process, this study explored two cases of PBL implementation in a Midwest university in the United States. Two classes of upper class college students participated in this study, including one wildlife management class and one class- room management class. The two classes underwent PBL instruction and solved a number of PBL problems. After the instruction, the students were surveyed about their perceptions toward the PBL problems. The data analysis and interpretation focused possible relationship between various elements of the problems and the students' self- directed learning process as well as their engagement during the PBL process. The similarities and differences between the two majors in terms of the students' percep- tions were also discussed.

Crafting Engineering Problems for Problem-Based Learning Curriculum

An effective problem is the heart of problem-based learning (PBL). Crafting problems according to effective PBL problems criteria is a challenging task to problem crafters especially in engineering. The aim of this paper is to describe a guided technique for crafting PBL problems based on the experience implementing PBL at Universiti Teknologi Malaysia (UTM). Based on literature, the criteria of effective PBL problem are condensed into five main principles and aligned with the objectives of using problems for learning. A sample case study from Process Control and Dynamics, a chemical engineering course taken by the third-year undergraduates, is presented to demonstrate the technique. Feedback from students on their perspective about effective engineering problems is also included.

The Effectiveness of Problem-based Learning on Nursing Students' Critical Thinking: A systematic review.

Review question/objective The review question: Is Problem-based learning an evidence-based teaching and learning strategy to promote nursing students' critical thinking? The review objective is to synthesize the best available evidence related to the effectiveness of Problem-based learning on nursing students' critical thinking. Inclusion criteria Types of participants This review will consider studies that include nursing students. Types of intervention(s)/phenomena of interest This review will consider studies that used problem-based learning as intervention. Types of outcomes This review will consider studies that evaluated critical thinking skills as the study outcome, measured by using California Critical Thinking Disposition inventory (CCTDI) Types of studies This review will consider experimental studies. In the first instance, randomized controlled trials (RCTs) will be sought. In the absence of RCTs, other research designs such as non-randomized controlled trials and before and after studies will be considered for inclusion. Observational, cohort, case control and qualitative studies will be excluded.

Problem-based learning: undergraduate physics by research

Problem-based learning (PBL) is an established pedagogy in many areas of education for the professions. Although there is an awareness of PBL in many departments of physics in the UK and many claim to include PBL-like instruction to some degree, it has made rather less impact in the physical sciences. This paper describes the aims of PBL and how these are implemented based on our experiences in Physics at the University of Leicester. It is not our purpose to discuss here the parochial details of this programme which are partly historical and adapted to local conditions. (The interested reader can find them on our web site.) Rather we look at general aspects of PBL in Physics in the light of our experience and that of others. In addition to numerous examples of PBL problems, our discussion includes the educational and philosophical underpinnings of PBL, the nature of the ‘problem’ in PBL, issues in facilitation and assessment as well as a brief review of the published evaluations of PBL. Space constraints mean we do not discuss the process of change management.

Designing problems for Problem-Based Learning (PBL) sessions: students and faculty perceptions

Designing problems for Problem-Based Learning (PBL) sessions: students and faculty perceptions

Feedback and existing problems of PBL in eight-year program education

Objective To investigate the feedback of eight-year program students to problem-based learning ( PBL ),and find out the existing problems and solutions.Methods The questionnaire survey was made in the eight-year program students.Results Application of PBL could achieve good feedback.It helped to enhance the self-directed learning,expressing ability,accessing resource skill,and team spirit.Conclusion Although there are some problems in the practice of PBL,PBL is a good teaching method in eight-year program education. Key words: Problem-based learning; Eight-year program; Medical education

Reflection on studies on the learning process in problem-based learning.

In this special issue, seven studies are reported on problem-based learning (PBL). Two studies deal with the PBL process and especially the three PBL phases of initial problem discussion, self-study and reporting. Five other studies report on factors influencing students’ learning in PBL: the PBL problem, the tutor, and two other scaffolds, worksheets and a reflection journal. The studies were conducted in a setting in which a specific approach to PBL was used, the so called-one-day-one-problem approach to PBL. In this reflection on the studies reported in this special issue, first of all the unique one-day-one-problem approach to PBL will be explained. Thereafter the findings of the studies reported in this special issue will be summarized, after which the strengths and weaknesses of the studies are reported, as well as suggestions for further research and educational practice.

Library use by medical students: A comparison of two curricula

This study explored 1) whether there were any differences in the way medical students used library resources under problem-based learning (PBL) and scenario-based learning (SBL) curricula; and 2) what improvements the library could make to facilitate its use by medical students using the different curricula. Twenty medical students selected from two different medical universities in different countries were interviewed in depth. The study found that a) PBL and SBL students used the library significantly differently; b) SBL students presented a wider range of demands and behaviors in seeking information; c) more PBL students preferred using solely electronic resources to solve PBL problems; and d) more SBL students preferred using textbooks in their study and to solve the problems. It is concluded that the characteristics of the two learning approaches affect the medical students in their uses of library resources. The library staff must interact differently with students depending on the curriculum they are following. The study suggests several directions (‘SHELTER’) to the library and recommends it to provide service targeting students’ needs after exploring the following three dimensions of the curriculum: students’ perceptions of the library’s collection related to the curriculum, course requirements for gathering information, and the librarian’s role in the curriculum. When new reforms are initiated it is necessary for the library to undertake a comprehensive review and to gain understanding of the curriculum at the outset.

An Investigation into Students' Perception of Problem-Based Learning Implemented in Middle School Open-Inquiry Program

Problem-based learning (PBL) is an effective teaching-learning strategy for enhancing students' motivation, problem solving ability, and creativity. Its educational values coincide with the aim of open-inquiry activity introduced in 2007 revised national curriculum. From this aspect we designed the PBL open-inquiry program and implemented to 202 first year middle school students in Gyeonggi provincial office of education for one semester. We developed an energy related PBL problem. The program was designed in four steps: 'understand the problem,' 'investigate information,' 'solve the problem,' and 'present and evaluate the result.' Through the program, students did such activities as 'make Know/need to know chart,' 'group discussion,' 'search information,' and 'preparation of group report.' After completing the program, a survey was conducted to understand the students' perception of the program. The results are as follows: First, 40.6% of students showed positive attitude toward the program. Especially, students responded that 'make Know/need to know chart' was very useful. However, some students responded that 'search information' and 'preparation of group report' were difficult to perform. Second, male students showed positive attitude toward the PBL program compared to female students. Also students had higher scores in attitude toward science, showed more positive attitude toward the PBL program. Third, there was a significant correlation between attitude toward science and perception of PBL steps. Based on survey results, some suggestions were made for teachers who were planning to implement PBL in open-inquiry program.

문제 중심 학습(PBL)을 적용한 ｢무기화학실험｣수업의 효과

ABSTRACT. The purpose of this study is to examine the effects of PBL (Problem-based Learning) strategy applied to the ｢Inorga-nic Chemistry Laboratory ｣ class. Especially, the changes in 'self-directed learning ability' and 'attitudes toward science' of under-graduate students were examined. In addition, perception on PB L problem and the PBL classes were investigated. The results o fthis study were as follows: First, after the course, 'self-dir ected learning ability' and 'attitude toward science' of students were signifi-cantly improved ( p < .05). There were significant improvements in every sub- categories except 'self-confidence as a learner' for 'sel f directed learning ability' and every sub-categories except 'usefuln ess of science' for 'attitude toward science'. Second, the s tudentsexpressed that PBL strategy provided opportunities to learn self-directively and responsibly, but the process of defining the p roblemwas difficult. Finally on the survey toward PBL strategy, the students responded that PBL problems were authentic and helpful t o learn problem solving ability. In conclusion, PBL laboratory cour se is effective for developing self-directed learning ability and positive attitude toward science.