Problem-based Learning Scenarios Research Articles

Analyzing Strategies for Enhancing Classroom Interaction and Knowledge Application Through Application-Oriented Pre-Class Preparation Materials

This study explores the impact of application-oriented pre-class preparation materials on enhancing classroom interaction and fostering the practical application of knowledge. Using a qualitative approach, data were collected through semi-structured interviews, focus groups, and classroom observations in two undergraduate courses: sociology and mechanical engineering. The findings reveal that materials such as case studies, problem-based learning (PBL) scenarios, and simulations significantly increase student engagement, participation, and critical thinking. Additionally, the use of these materials shifts the role of instructors from content deliverers to facilitators of learning, promoting a more collaborative and inclusive classroom environment. However, the study also identifies challenges, including task complexity and the need for adequate support and scaffolding to ensure accessibility for all students. These insights provide actionable recommendations for educators and suggest directions for future research to further optimize the use of application-oriented materials in diverse educational contexts.

Enhancing Learning and Collaboration in a Unit Operations Course: Using AI as a Catalyst to Create Engaging Problem-Based Learning Scenarios

Enhancing Learning and Collaboration in a Unit Operations Course: Using AI as a Catalyst to Create Engaging Problem-Based Learning Scenarios

Fostering Thinking Skills Supported by e-Portals with Case Examples of Blended Mode Problem-based Learning (PBL) Participated by Secondary School Learners

The integration of Information and Communication Technology (ICT) in science learning has been identified as an important component in the transformation process of many educational systems to impart the technology skills that is an essential 21st century skills to serve the new learning paradigm among the Net Generation students. In the advent of digital era, World Wide Web has spawned a wealth of new network-based applications with an overarching vision that supports specific blended mode learning programmes incorporating interactive e-platforms and m-learning. Student-centred learning opportunities were widened with more interactive activities that could engage their interest for science learning in the ever expanding knowledge-based societies. This article analyses the roles of e-portals incorporating Open Educational Resources (OERs) that foster thinking skills of learners through ‘Problem-based Learning’ (PBL) programmes. Cases are extracted from a bigger scale of longitudinal study that examined students’ participation in the blended mode PBL anchored on social constructivist and socio-cultural framework. Blended learning activities were implemented leveraging on the effective use of OER to enhance learners’ investigative skills with transformation of values-based classroom practices beyond formal teaching. PBL scenario (six contextual problems) adapted from secondary science entitled ‘Water and Solution’ was presented to project teams from two case study schools. Problem case 4 using ‘withincase dynamic matrix’ was further reported with exemplars elaborated. Students were administered with ‘Fluid Intelligence Test’(FIT) encompassing evaluation of creative, critical/logical thinking and reasoning skills prior to PBL through scaffolded instruction (SI)(PBL-SI) with evaluation guided by POSITIVE rubric (accessible at http://forum.sp3aceman.net). Four aspects of POSITIVE rubric guide, ‘Skills’ enhancement (scientific/ICT), ‘Information’, ‘Training/transfer of Higher Order Thinking’ (HOT) and ‘Evaluation/exchange/enrichment/ exposure’ are illustrated with evidence of students’ enhanced HOT. Innovative learning designs and on-line assessment with evidences of exemplary students’ creative potentials involved in investigation using OER were identified which include interviews findings from two students who created web-portals using OER effectively. ‘More/moderately successful students’ were involved actively in mini science fair, congress/competitions and e-forum (http://forum.maays. net). Other pedagogical issues concerning of the importance of PBL and blended learning that promote thinking skills in line with research evidence as reported in TIMSS and PISA studies are also deliberated.

DEVELOPMENT OF LAW ENFORCERS’ COMMUNICATION SKILLS IN ТHE USA

Based on the study of the experience of training law enforcement officers in the United States, there has been stressed in the article on the need to improve the police training considering development of communicative and interpersonal skills. These skills as well as creative thinking, problem-solving and decision-making skills are among the most needed for the professional efficiency of every law enforcement officer. The author considers that a new law enforcement agency serving the social needs and protecting the rights of citizens requires modern approaches to the police training. So, as the community-oriented policing is an important aspect of law enforcement work, police training academies should train their officers to interact effectively with public. Coming from the USA research outcomes, the core interpersonal competencies for law enforcement officers are identified as following: ability to use good judgment and to problem solve; capacity for empathy and compassion; capacity for multi-tasking; ability to demonstrate courage and to take responsibility; ability to be resourceful and show initiative; demonstrating assertiveness; possess and demonstrate integrity; capacity for engaging in teamwork and ability to collaborate. The contemporary methodologies like problem-based learning, communications-based instructions, and practical scenario training providing development of law enforcers’ communicative and interpersonal skills are analyzed in the article. Within training programs these methods integrate many of the educational results such as: thinking critically with the ability to analyze complex problems; locate, assess, and utilize significant educational resources; display outstanding skills related to written and oral communications; and develop into life-long learners by using their intellectual and content knowledge. The author says that the experience of the USA police training according to the mentioned sphere can be crucially useful for the police reform process in Ukraine.
 Кеу words: communication skills; interpersonal skills; law enforcers; police training; the USA.

DEVELOPING PBL SCENARIO FOR ONLINE TUTORIALS

Background: Scenario is one of the three main components of Problem-based Learning (PBL) besides students and tutors. Besides being an essential component in triggering interest in learning, scenarios also affect group dynamics and academic achievement. During the COVID-19 pandemic, most of the learning process was conducted online, including PBL tutorial discussions. Distraction during online PBL learning is a challenge that must be faced so that the discussion process can achieve the learning objectives. This condition requires the commitment of tutors and students and engaging scenarios that will also help students and tutors stay focused on the discussion. This article is a recommendation based on the IAMHPE Webinar #5 on the scenario development process to support the online PBL process. This article may provide a guide in developing PBL scenarios.Recommendation: The development of PBL scenarios in pandemic conditions still needs to consider various aspects of preparing a good and immersive scenario. The steps needed are ensuring the scenario development team, determining learning objectives and tutorial issues, designing innovative scenarios, conducting reviews and improving the quality of scenarios regularly, and preparing informative tutor guides.Conclusion: Scenarios for online PBL tutorials must support the application of the four PBL principles, namely constructive, contextual, self-directed learning, and collaborative learning. Each institution needs to create scenarios that are appropriate to its learning context.

The Effects of The Problem-Based Learnıng Supported by Experiments in Science Course: Students' Inquiry Learning and Reflective Thinking Skills

This study aims to investigate the effect of the problem-based learning method supported by experiments on the inquiry learning skills of secondary school students and their reflective thinking skills for problem-solving. This research uses a quasi-experimental design with a pretest-posttest control group. This study consists of 21 students in the experimental group and 22 students in the control group from the sixth grade of a public secondary school in Turkey. The inquiry learning skills and reflective thinking skills scale for problem-solving were used as data collection tools in the research. The Electricity Transmission unit was carried out in the experimental group with problem-based learning scenarios supported by the experiment. Activities based on the science course curriculum were carried out in the control group. SPSS-21 was used to analyze the data. As a result of the study, it was concluded that the post-test scores of the inquiry learning skills scale of the students in the experimental group differed statistically significantly from those of the control group students, and this difference was in favor of the experimental group. No significant difference was found between the experimental and control groups in post-test scores regarding reflective thinking skills for problem-solving.

The Effects of Using Socio-Scientific Issues and Technology in Problem-Based Learning: A Systematic Review

Currently, a growing number of learning institutions at all educational levels are including problem-based learning (PBL) in their curricula. PBL scenarios often utilise technology and socio-scientific Issues (SSI), which enables the simultaneous learning of content and creative thinking and working skills needed in generating new knowledge for the future. In this sense, using SSI and technological tools in PBL learning environments can be viewed as a starting point for acquiring and integrating new knowledge. However, there is no comprehensive knowledge regarding the possibilities of this approach. The objective of this systematic review is to produce this knowledge via the PRISMA method. The strategy is used to explore the effects of the described approach through implementations conducted at secondary and undergraduate levels. The data consisted of 33 research articles that were categorised via qualitative content analysis. According to the results, PBL scenarios exploit mainly local SSIs that link scientific knowledge with a meaningful context for students. Technology is principally used in offering technical support for teaching tasks. Lastly, these results are discussed from the technological pedagogical science knowledge (TPASK) framework perspective, which proposes guidelines for achieving the Sustainable Development Goals (SDG).

Changes in Teaching and Learning Practice in an Undergraduate Logistics and Transportation Course Using Problem-Based Learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajuba (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

Changes in teaching and learning practice in an undergraduate logistics and transportation course using problem-based learning

This research paper presents the outcomes of a change in the teaching and learning practices from a traditional lecture-based method to a Problem Based Learning (PBL) curriculum in the undergraduate Logistics & Transportation (L&T) course at the Federal University of Itajubá (UNIFEI), Brazil. Detailed PBL practices adoption and the perception by the students of the PBL process are explored in survey research using a mixed-methods approach. The data was collected in two subsequent semesters of the L&T course, with different PBL scenarios and students, gathering quantitative and qualitative data. It was demonstrated that aligned with the theory on PBL, the majority of the students, over 91%, appreciated the benefits of the PBL-based practices in all course dimensions, with a strong perception of L&T teaching and learning improvements. Researchers and faculty involved in university teaching and learning can use PBL detailed practices, including problem scenarios and theoretical framework to design their own PBL classes to improve student learning and can also use the questionnaire structure and statistical tests for adoption in future implementations. The study is one of the few to provide a change in teaching and learning practices, associated with a valid and reliable two-stage survey covering the course concepts and learning objectives modelled by Factor Analysis, and, going beyond to provide PBL process impact and adaptations due to COVID-19 pandemic.

The Development of a Virtual World Problem-Based Learning Tutorial and Comparison With Interactive Text-Based Tutorials

Collaborative learning through case-based or problem-based learning (PBL) scenarios is an excellent way to acquire and develop workplace knowledge associated with specific competencies. At St George's, University of London we developed an interactive online form of decision-based PBL (D-PBL) for our undergraduate medical course using web-based virtual patients (VPs). This method of delivery allowed students to consider options for clinical management, to take decisions and to explore the consequences of their chosen actions. Students had identified this as a more engaging type of learning activity compared to conventional paper-based/linear PBL and demonstrated improved exam performance in controlled trials. We explored the use of Second Life (SL), a virtual world and immersive 3D environment, as a tool to provide greater realism than our interactive image and text-based D-PBL patient cases. Eighteen separate tutorial groups were provided with their own experience of the same patient scenario in separate locations within the virtual world. The study found that whilst a minority of students reported that the Second Life experience felt more realistic, most did not. Students favored the simpler interaction of the web-based VPs, which already provided them with the essential learning needed for practice. This was in part due to the time proximity to exams and the extra effort required to learn the virtual world interface. Nevertheless, this study points the way towards a scalable process for running separate PBL sessions in 3D environments.

Virtual reality in problem‐based learning contexts: Effects on the problem‐solving performance, vocabulary acquisition and motivation of English language learners

AbstractLearning a foreign language requires interaction with language input while involved in a task. Given that problem‐based learning (PBL) offers hands‐on application in realistic contexts, and that virtual reality (VR) enables learners to interact with multiple modalities of information, this study examines how the integration of VR technology into PBL contexts affects students' motivation for, problem‐solving during, and vocabulary acquisition in learning English as a foreign language (EFL). A total of 84 engineering majors who enrolled in a course of English for specific purposes were randomly assigned to either an experimental group or a control group. Students in the experimental group participated in a VR‐assisted PBL context, in which they were to view a PBL scenario using VR technology and then to create VR videos about solving the given problems. Those in the control group participated in a PBL context without the use of VR technology for viewing and solving the identical scenario. After the intervention, all the students wrote a problem‐solving analysis, took a vocabulary knowledge test, completed a learning motivation questionnaire, and participated in individual interviews. The results showed that the students in the experimental group significantly outperformed those in the control group in terms of vocabulary acquisition, and were more motivated to learn English related to their future careers, whereas there was no significant difference in the problem‐solving performance of the two groups. Implications of these findings highlight the value of engaging EFL learners in immersive environments for contextualized learning through the integrated use of VR and PBL.

Examining Effectiveness of an Authentic Problem-based Learning Model based on Uncertainty Level and Learning Performance of Engineering Students Studying Physics

Introducing uncertainty into instruction-based classroom has been looked into by some educators to increase students’ learning in terms of problem solving skills. In Problem-based learning (PBL) environment, uncertainty is naturally incorporated into the ill-structured problem which is crafted purposively to motivate and stimulate PBL learners’ learning process as the natural provocation for real learning. This study adopts the quasi-experimental approach and correlational design to explore the relationship between PBL learners’ uncertainty level and learning performance and the effectiveness of an authentic problem-based learning (APBL) model in reducing uncertainty level. 78 Physics students from Taylor’s American Degree Program in Fall 2017 semester participated in this study. A 30-item self-reporting, numerically measurable questionnaire to capture the learners’ uncertainty level with regards to the cognitive, affective and physical dimension was developed. A pre-test on the uncertainty level was conducted to some students who have volunteered to fill out the questionnaire immediately after they learned the PBL scenario which served to determine whether the PBL question has incorporated uncertainty and if there is a reduce in uncertainty level after completing the PBL activities. Posttest on the uncertainty level was conducted after learners presented their solution or proposal to the problem. Learning performance scores constitutes three measures, namely learning satisfaction, learning attitude, and learning score. Learning satisfaction consists of 10-item self-reporting, numerically measurable questionnaire. The Cronbach’s alphas for uncertainty construct and learning satisfaction are 0.89 and 0.92 respectively. One sample T test was conducted to study the effectiveness of APBL in reducing the level of uncertainty. A Pearson’s correlation coefficient between the variables were obtained. The results of zero order correlation analysis showed a strong negative correlation between uncertainty level and learning performance. One sample t-test result showed that learners’ uncertainty level were significantly reduced after the APBL activities.

Embedding Physical Activity into the Healthcare Curriculum – A Case Study

ABSTRACT Physical inactivity is a key risk factor for a wide range of non-communicable diseases, yet a large proportion of the population fail to meet recommended physical activity levels. Healthcare has been identified as a key setting in which to intervene to encourage physical activity behaviour change. However, those working in the healthcare sector must be provided with training opportunities to increase knowledge, competence and motivation. We reviewed the structure and content of the current health-related courses at the University of East Anglia to identify opportunities to deliver more content on physical activity. We identified five areas for action: the development of new learning outcomes; the creation and delivery of taught sessions on physical activity; providing resources to faculty members to support the integration of the topic across all relevant modules and courses; the development of electronic resources for students; and modifications to the Problem-Based Learning (PBL) scenarios. Taking a multi-faceted and integrated approach was important to avoid physical activity being viewed as a ‘bolt-on’ topic. It also helped to maximise exposure to the topic while minimising disruption to the course structure and timetable. The actions taken have proved feasible and have been well received by students and staff.

Turn your PBL into an engineering-PBL!

Problem-based learning (PBL) instruction tasks students with solving a real-world, relevant problem and provides a motivating context for learning science content. It also affords a natural opportunity for students to intentionally engage in a variety of engineering practices and components of engineering design if the problem scenario purposefully includes solution constraints and criteria. In this article, we describe a classroom-tested engineering (E)-PBL scenario unit that will allow teachers to authentically include engineering concepts while helping students understand the physical science concept that the faster an object is moving the more energy it has (4-PS3.A). This unit description will help teachers take the classic egg drop activity to an instructional and learning level that reflects authentic three dimensional learning.

Readiness in Implementing Student-centred Learning (SCL): An Insight to Developing a Problem-based Learning (PBL) Module

Focus of current Malaysia Education Blueprint (2013–2025) is on SCL. The blueprint can serve as a good reference material but implementing SCL is largely on the shoulders of the school administrators and senior teachers involved in decision making. This paper aims to unravel the readiness of a Malaysian secondary school to implement and adopt SCL. The findings were subsequently used to provide insight on the development of a problem-based learning (PBL) module for a secondary science curriculum. This paper concerns a case study research which was conducted in a national type secondary school. The sample involved in this study was school administrators and senior science teachers. In-depth, semi-structured interviews were carried out to gain detailed information on the school's readiness to implement SCL. Interviews were transcribed and cross-case comparisons were made to compare and contrast the participants' responses before themes across the interviews data were generated. Three main themes were derived from the analysis, namely (i) knowledge and awareness on SCL, (ii) optimism towards SCL, and (iii) challenges and misinterpretation on SCL. This information provides insights into developing a PBL module specific for Malaysian science curriculum that contains the elements of PBL scenario, facilitations, training, PBL guide and support. Significance: This paper proposes insights for PBL module development that derived from empirical research findings. Therefore, the insights are well grounded and reflective of the current practice of SCL in school which in turn translate into it is effectiveness and feasibility.

Retraction: Team-based Learning and the Analytical Skills of Medical Students as a Consequence of Increased Problem Difficulty.

[This retracts the article DOI: 10.7759/cureus.4639.].

Team-based Learning and the Analytical Skills of Medical Students as a Consequence of Increased Problem Difficulty.

Problem-based learning is a learner-centered teaching method, which uses real-world scenarios to promote student learning of concepts and principles. The aim of our study is to analyze the consequence of increased problem difficulty on team-based learning and the analytical skills of medical students. In our prospective descriptive study, two problem-based learning scenarios prepared on the topic of hypercortisolism were given to 197 students in two successive sessions. At the end of two sessions, the perceptions of students about team-based learning were documented using a five-point Likert scale on a standardized questionnaire for both scenarios (simple and complex) simultaneously. A written test consisting of multiple-choice questions (MCQs) and short essay questions (SEQs) was given at the end of a complex scenario to test the problem-solving skills and retention of knowledge. No statistically significant difference (p> 0.05) was noted in team-based learning between the simple and complex problem-based learning scenario. MCQs and SEQs of C-2 (interpretation) level were attempted well than C-1 (recall) level and C3 (problem-solving) level. In conclusion, the understanding of the problem by the medical students was improved; however, there was no significant improvement in the problem-solving skills and knowledge retention of the students.

Practical Learning in Virtual Worlds: Confronting Literature with Health Educators’ Perspectives

In a radically changing educational world with rapid technological advances, educators need to adapt to new learning styles. This study investigates the use of Second Life (SL) within the Virtual World (VW) environment by healthcare educators as a method to enhance teaching and learning.A case study design ascertained the views of healthcare educators to determine relationship variables of VW SL initiatives.The findings reveal healthcare educators had limited expertise in using SL, but recognised its usefulness in bridging the theory/practice gap especially for nursing and midwifery training. The findings confirmed educators’ confusion between VW and Web 2.0 / 3.0 technologies and recommends increasing technological competency. It highlighted educators’ professional expertise of care standards in real-life situations but demonstrated a competency issue in their pedagogical style to deliver SL practice scenarios. Consequently, opportunities for developing critical thinking through SL scenarios remain stilted and solutions through problem-based learning scenarios remain underdeveloped.

Outcomes from the IYL2015 Quality Lighting Teaching Kit Program: Reaching for the Stars

Poor quality lighting not only impedes astronomy research and our right to see a starry night sky, but creates safety issues, affects human circadian sensitivities, disrupts ecosystems, and wastes billions of dollars/year in energy consumption. It also leads to excess carbon emissions. How do you change the mindset of society that is used to turning night into day? You educate the next generation on quality lighting. As an outcome of the International Year of Light 2015, the U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching (QLT) Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-14 year olds, but can be expanded to younger and older. All materials are in English and Spanish. Most of the activities can be done within in a few minutes during class or afterschool in the form of stations or as stand-alones. Everything one needs for the six activities is included. Tutorial videos on how to do the activities can be found at www.noao.edu/education/qltkit.php. Ninety-two kits have been distributed to 32 countries with the help of SPIE–The International Society for Optical Engineering, CIE–International Commission on Illuminations, OSA–The Optical Society, IDA–the International Dark Sky Association, and the IAU OAD–Office of Astronomy Development. Highlights from the initial program evaluation will be discussed.

The Quality Lighting Teaching Kit: Utilizing Problem-Based Learning in Classrooms

AbstarctThe U.S. National Optical Astronomy Observatory’s Education and Public Outreach group has produced a Quality Lighting Teaching Kit. The kits are designed around problem-based learning scenarios. The kit’s six activities allow students to address real lighting problems that relate to wildlife, sky glow, aging eyes, energy consumption, safety, and light trespass. The activities are optimized for 11-16 year olds. As part of the IAU100 celebration, the kits will be manufactured and made available to observatories and communities around the world.