Problem-Based Learning Situations Research Articles

Conceptions d’enseignants au regard de la professionnalisation des étudiants dans des programmes universitaires en santé

Supported by a framework that adopts the notion of professionalization from a tridimensional perspective (competencies, identity, and culture), this qualitative research sought to better understand faculty conceptions of student professionalization in the context of pre-service training in university health programs. The results show that the planned learning trajectories are part of a work / training system and are marked by professionalizing modalities focused on action and reflection. According to the teachers’ conceptions, simulation and problem-based learning situations contribute to the development of skills, the portfolio to identity construction, and discussions on the appropriation of the professional culture.

Kemampuan pemahaman konsep berdasarkan self-efficacy matematis dan gender dalam situasi problem-based learning

The ability to understand concepts is an ability that supports students' ability to solve problems. However, psychological factors in the form of mathematical self-efficacy and gender, which are factors influencing this ability, have not been investigated much. The purpose of this study was to determine the ability to understand concepts based on mathematical self-efficacy and gender in problem-based learning situations. The one-shot case study design was applied to 70 grade 8 junior high school students in one of the schools in Mataram City selected by the purposive sampling technique. Data collection uses a concept understanding ability test, a mathematical self-efficacy questionnaire, and gender categorization. Data analysis techniques used were the one-sample t-test and the Anacova test. The results of the study show that the PBL model can assist students in developing conceptual understanding skills. Subsequent findings state that mathematical self-efficacy and gender are factors that determine students' ability to understand concepts.

IMPLEMENTASI PEMBELAJARAN BERBASIS MASALAH PADA KURIKULUM 2013 DI SMK NEGERI 2 PADANG

Tujuan dari penelitian ini untuk mendeskripsikan situasi pembelajaran berbasis masalah didalam implementasi kurikulum 2013 SMK dan situasi pembelajaran setelah dilaksanakan Pembelajaran Berbasis Masalah (PBM). Pendekatan penelitian ini adalah penelitian kuantitatif menggunakan metode ex post facto dan data yang dianalisis secara deskriptif. Penelitian dilaksanakan di empat jurusan pada SMK Negeri 2 Padang. Sampel populasi didalam penelitian ini ialah pendidik yang mendemostrasikan implementasi PBM didalam pelaksanaan Kurikulum 2013. Informasi yang dikumpul dengan tekhnik wawancara serta kuesioner dengan melakukan Focused Group Discussion. Menganalisis datanya dilakukan dengan cara deskriptif. Penelitian ini memperoleh hasil yaitu: a). PBM begitu berpotensial dilaksanakan didalam implementasi kurikulum 2013 di SMK. Kemantapan pendidik didalam pelaksanaan kurikulum 2013 tergolong didalam tingkatan sangat tinggi dengan nilai rata-rata sekitar 95 serta ketercapaian skor 72%. Keakuratan pelaksanaan pembelajaran didalam implementasi kurikulum 2013 tergolong kategori sangat tinggi dengan rata-rata 153 serta ketercapaian skor 79%. Dari 100 orang guru atau pendidik, 64 orang diantaranya mengemukakan bahwa PBM layak diimplementasikan pada semua mata pelajaran didalam pelaksanaan kurikulum 2013 dan b). PBM telah teruji dapat menambah nilai ketrampilan peserta didik didalam segi kompetensi, sikap dan pengetahuan umum dan khusus.

MORAL VALUES INTERNALIZATION THROUGH PROBLEM-BASED LEARNING

This study investigates and analyzes learning phenomena related to moral values in the context of problem-based learning activities, the process of moral values internalization in relation to problem-based learning situations, conditions that relate to the enhancement of comprehension as well as internalization of the values, and their impact to the tendency of actualizing the values into better student behaviour. This research was conducted with participation of the students of the Arabic Department, Faculty of Language and Arts Education, Indonesia University of Education in the academic years 2009, 2010, and 2011. The data to be analysed in this research comprises of the students’ written responses (initial responses, group work responses, and written reflection), classroom observation, and in-depth interviews. The data used was analyzed by considering the principles of credibility, dependability, transferability, and confirmability. Data analysis, using principles of qualitative approach, reveals phenomena relating to the students’ comprehension, feelings, and behavior regarding the moral values, as a result of learning stages designed based on the theoretical framework. In addition to this result, an instructional theory and a learning theory can be formulated. Key words: internalization, akhlak (moral) values, problem-based learning

Understanding Level Estimation Using Discussion Maps for Supporting Consensus-building

Problem-based learning (PBL), which is a learning method in small collaborative groups to learn what they need to know in order to solve a problem, is the more recent and highly regarded. For meaningful discussions about in a PBL situation, it is important to support and manage a conversation among participants. In this paper, we propose a consensus-building and management system using tablet terminals for an effective discussion. In our system, each participant generates a discussion map which consists of nodes and links between them about the discussion. Our system computes a correspondence measure between discussion maps of each participant, understands the state of the discussion and supports the consensus-building. We validate the effectiveness of the system using the discussion map experimentally.

From Database to Knowledge

Information and communication technologies (ICTs) are taking an increasingly important part in teaching, learning, and communication between all the participants in the educational process. Inspired by numerous examples of successful implementation of the ICTs in the constructivist, problem-based learning situations, in this article the authors present a powerful educational and practical tool: the Terrorist and Organized Criminal Search (TOC-s) database. It is a dynamic database that offers comprehensive information on global terrorist network and helps researchers, analysts, students, and others working to prevent terrorism. It is the result of a joint project realized by the Faculty of Security Studies and Faculty of Mathematics, University of Belgrade, with the support of the George C. Marshall European Center for Security Studies. Through the TOC-s project, the authors have successfully unified the perspectives of help seeking and information searching, within the context of ICT-based learning situation. An online collaboration learning environment is designed to facilitate students in group collaboration and to coordinate and monitor the learning process. Besides its educational function, the TOC-s database has important applicative role in the national security system as the additional powerful measure in protecting state borders.

Der gute POL-Tutor – sein oder nicht sein: Lehrfilme für Tutoren

Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge. For this reason, the previous decades have seen a distribution of the method to medical schools across the world. The role of the tutor assumes particular importance since, in contrast to the traditional university system, he or she serves as a facilitator who fosters and structures content-related and group-dynamic learning processes. In some cases, this requires an intervention by the tutor. The major challenge is to intervene at the right time and in an appropriate manner. This paper presents examples of difficult PBL situations using short film sequences to demonstrate and comments on potential approaches of the tutor in attempting to resolve the problem. Standard problem situations within a PBL tutorial were defined and produced in a film. A collection of seven frequent critical PBL situations are presented in short film sequences. Potential instruments of intervention are demonstrated in the videos and discussed. The film sequences may be downloaded in the supplementary of the electronic version of this article (www.sciencedirect.com). Within the framework of a tutor-training programme, the problematic situations and interventions presented in this article will help to sensitise tutors to potentially critical PBL tutorial situations and aid the development of individual resolution approaches.

The nature of, and approaches to, teaching forensic geoscience on forensic science and earth science courses

Abstract Whereas geoscience depends in part on the classical nomological method of the environmental sciences, it is also distinguished by a discrete set of logical procedures that lend themselves to forensic analysis. It has been argued that, as geology is a derivative science, it only partially lives up to the classical model of scientific reasoning. It does, however, provide a model of scientific reasoning based on interpretive techniques and its historical nature. Reasoning in geoscience offers a method that is applicable to the uncertainties and complexities of real-life situations because we are seldom in possession of all the data that we would like in order to make an unbiased or objective decision. The ‘geological’ method, in which we fill the gaps in our knowledge with interpretation and reasonable assumptions, is exemplified by the pragmatism of geological and geomorphological analysis and is herein considered analogous to that undertaken by forensic practitioners. A problem-based learning situation based on a past geological/forensic case study is included to illustrate the approach advocated.

Primary care physicians' experiences of carrying out consultations on the internet.

The internet is increasingly used for health matters, including consulting a doctor. Primary care physicians (general practitioners) will probably be involved in performing text-based consultations on the internet as a complement to physical meetings. In the present study, we explored the experiences of GPs already performing consultations on the internet: the challenges, worries and educational demands of the task. A questionnaire was given to 21 GPs performing consultations on the internet for a public, non-commercial 'ask the doctor' service. The questionnaire was carried out at a meeting or sent by mail. The doctors answered a total of 28 questions, 12 of which included graded alternatives. The participating GPs were stimulated and challenged by performing consultations on the internet with previously unknown enquirers, in spite of limitations caused by the lack of personal meetings and physical examinations. The participants experienced a high educational value as a result of the problem-based learning situation induced by unfamiliar questions. The asynchronous feature was appreciated as it allowed time to reflect and perform relevant information searches before replying. Prior training and long-term experience as a family doctor were recommended before embarking on this method of consultation. We conclude that the GPs studied experienced their new role as internet doctors mainly in a positive way, with some limitations. With the increase in consultations on the internet, training in this technique should be integrated into the curricula of medical schools and of continuous professional development (CPD).