Problem-based Learning Teaching Research Articles

Problem-based life situational issues exploration–Taking the learning effectiveness of artificial intelligence in natural sciences

This research focuses on problem-based learning (PBL) teaching methods and designs artificial intelligence (AI) in facial recognition systems, smart streetlights, and drone as teaching materials. To integrate teaching materials of life situation issues into the natural general curriculum and develop a learning perception questionnaire (LPQ) with validity and reliability to evaluate students’ perception of the curriculum. Based on a valid assessment tool, 56 college students were assessed on their learning of emerging technology contextual issues to evaluate their satisfaction, learning situation, and learning effectiveness. The results of the study are, as follows:<br /> (1) construct teaching materials for AI application in face recognition systems, street lights, and drone situations; (2) develop an LPQ with reliability and validity; (3) most students are satisfied with the integration of AI into PBL teaching; (4) most students believe that the integration of cross-domain learning in different subjects can help improve self-learning effectiveness and ensure continuous learning interest; and (5) many students agree that this course can improve learning outcomes. In the future, the focus will be on teaching practice, incorporating easy-to-use AI textbook content, and enhancing the opportunities for interactive learning; in addition, increasing the number of effective samples in the research to improve the depth of the experiment and the breadth of research.

Effects of a Problem-Based Learning Education Program for Occupational Health Nursing Using Smart Learning on Occupational Health Knowledge and Nursing Professionalism.

This study aimed to develop a problem-based learning program for occupational health nursing using smart learning, and to report the program's effects on occupational health knowledge and nursing professionalism. A quasi-experimental study was performed using a non-equivalent control group pre-test-post-test design. An occupational health nursing problem-based learning program using smart learning was developed, and students produced videos containing problem-solving strategies in groups. The experimental and control groups consisted of 34 and 29 participants, respectively. To collect data, an online survey was conducted before and immediately after the intervention. The experimental and control group's mean scores for occupational health knowledge before the intervention were 5.74 and 7.41, respectively. Additionally, the mean scores for nursing professionalism were 3.45 and 3.66. After the intervention, both the knowledge on occupational health and nursing professionalism score improved to 8.26 and 3.64 in the experimental group. This study reported significant improvements after conducting the occupational health nursing education program. These results demonstrate the need to develop a nursing education program for problem-based learning utilizing smart learning. Moreover, filming videos in cooperation with students can improve the effectiveness of education by improving knowledge.

Use of problem-based learning in orthopaedics education: a systematic review and meta-analysis of randomized controlled trials

BackgroundCurrently, problem-based learning (PBL) has been widely used in many disciplines, but no systematic review has explored the advantages and disadvantages of PBL in orthopaedics education.MethodsWe searched the PubMed, Cochrane Library, Embase, Web of Science, Scopus, Chongqing VIP Database (VIP), Chinese National Knowledge Infrastructure (CNKI), and Wanfang databases up to April 2023 to identify for relevant studies. Relevant studies were identified by using specific eligibility criteria, and data were extracted.ResultsA total of 51 randomized controlled trials with 4268 patients were included. Compared with traditional education, PBL teaching yielded significantly higher knowledge scores (SMD=1.10, 95% CI: 0.78~1.41, P<0.00001), procedural skill scores and clinical skill scores than traditional teaching (SMD=2.07, 95% CI: 1.61~2.53, P<0.00001; SMD=1.20, 95% CI: 0.88~1.52, P<0.00001). Moreover, the total scores were higher in the PBL teaching group than in the traditional teaching group (MD=5.69, 95% CI: 5.11~6.26, P<0.00001). Students also expressed higher levels of interest and satisfaction in the PBL teaching group than in the traditional teaching group (OR=4.70, 95% CI: 3.20~6.93, P<0.00001; OR=5.43, 95% CI: 3.83~7.69, P<0.00001). However, there was less learning time and higher levels of learning pressure in the PBL teaching group (OR=0.12, 95% CI: 0.06~0.24, P<0.00001; OR=5.95, 95% CI: 3.16~11.23, P<0.00001).ConclusionCurrent evidence indicates that PBL teaching can increase knowledge scores, procedural skill scores, and clinical skill scores. Students have higher levels of interest in teaching and higher levels of teaching satisfaction in the PBL group. However, students can feel higher levels of study pressure and experience less study time. The findings of the current study need to be further verified in multicentre, double-blind and large-sample RCTs.

교직이론 과목에서 현장 역량 강화를 위한 혼합형 PBL 수업 사례 연구

This study attempted to present a specific case of blended Problem-Based Learning (PBL) in teacher education course to enhance the field competency of pre-service teachers. The participants were first-year adult learners majoring in Early Childhood Education who were enrolled in the educational psychology course. The blended PBL process was organized by appropriately combining face-to-face and online sessions, following the sequence of 'Course Introduction,' 'Problem Presentation,' 'Subsequent Problem Steps,' 'Presentation of Results and Discussion,' and 'Review and Evaluation of Learning Outcomes.' Five PBL problems were developed, and during the initial five weeks, students were assigned to individually contemplate one problem per week. In the 10th week, a face-to-face group discussion session was conducted. Subsequently, continuous online communication through Learning Management System (LMS) and Social Networking Services (SNS) was maintained, leading to the group presentation of the final project at the end of the semester. The analysis of reflection journals submitted by students after the class was conducted to assess the effectiveness of a blended PBL course. The case presented in this study proposes a form of instructional design that integrates real-world experiences, suggesting a hybrid approach to PBL in education. Furthermore, the application of blended PBL in educational psychology courses suggests the potential to enhance field competency in teacher education courses.

PBL 수업모델을 적용한 항공 객실서비스실무 학습효과

This study applied the problem-based learning (PBL) teaching model to the aviation cabin service practical course offered in the Department of Aviation Service to train airline cabin crew and analyzed its learning effects. For this purpose, the PBL teaching model was applied to 61 students in the Department of Aviation Service in Jeollanam-do for a total of 12 weeks out of 15 weeks of class for 3 credits in the aviation cabin service practical course. The application of the PBL teaching model was conducted in a total of two modules based on the National Competency Standards (NCS). In the self-evaluation of participation in airline cabin service practical classes using the PBL teaching model, learners faithfully presented the learning outcomes of problem-solving activities. In the self-evaluation of the training results, the learners said that they learned a lot about communication problems during team activities and that the overall class activities were helpful in terms of training satisfaction. Through the application of the PBL teaching model, students faithfully presented the learning results of problem-solving activities, became aware of many communication problem situations during team activities, and found that overall class activities were helpful.

The Effectiveness of the PBL Teaching Model on the Achievement and Critical Thinking Skills Development of Chinese Undergraduate Students: A Systematic Review

Problem-based learning teaching models is a student-centered teaching model. This paper searched China’s largest database, China Knowledge Network, using the Systematic Reviews and Meta-Analyses (PRISMA) guidelines method to search and screen prospective studies on the teaching effectiveness of the PBL teaching model published from 2013 to 2023, and based on the pre-set inclusion/exclusion criteria, a total of 30 papers were selected. The results show that the PBL teaching model effectively improves Chinese undergraduate students’ achievement and critical thinking, and therefore, PBL can be implemented in Chinese undergraduate education. However, the use of the PBL teaching model is narrow due to its late start in China, and a more rigorous methodology and mixed-methods design of the studies are needed to improve the transferability of the results.

PBL(문제기반학습) 수업이 예비유아교사의 핵심역량에 미치는 효과성 분석

Objectives The purpose of this study is to apply PBL(Problem-Based Learning) to the teaching subject class of preservice early childhood teachers and to analyze how PBL affects the improvement of the key competencies.&#x0D; Methods PBL was conducted for 15 weeks, focusing on making and solving problems that beginner early child-hood teachers may face in the educational field and to preparing a PBL class plan for infants. Participants in the study were 44 second-year early childhood education students who took education methods and educational technology class for the second semester of 2022 at H vocational college in Seoul. In order to analyze whether the PBL class of pre-service early childhood teachers is effective in key competencies, a pre-post survey was con-ducted to diagnose key competencies, and reflection journals and PBL results were collected and analyzed.&#x0D; Results As a result of the pre-post examination, the performance of improving key competencies (creativity, con-vergence, challenge, and growth) through PBL classes showed a significant difference at the statistical .001 level. In particular, the degree of improvement was high in terms of openness to change, comprehensive thinking, goal orientation, and self-efficacy, which are sub-detailed competencies. As a result of analyzing the reflection journal, it was found that students improved throughout key competencies such as creative competency, convergence competency, challenge competency, and growth competency through PBL classes. In particular, as an early child-hood teacher in the future, they showed confidence in the application of PBL classes for infants, and they have expectations that infants, like themselves, will be able to grow through PBL. It also showed a sense of efficacy that various and complex problems that may be raised in the field of early childhood education can be solved coop-eratively through PBL.&#x0D; Conclusions To improve the effectiveness of PBL classes, it is necessary to develop instructors' PBL teaching ca-pabilities, to understand the theoretical and practical instruction design and education methods, make efforts to enhance mutual learning and key competencies through PBL activities, and utilize various teaching methods and multimedia technologies.

Improving Mathematical Communication Skills Through the Geogebra-helped PBL and Direct Instruction Reviewed from the Level of Learning Independence

This research aims to analyze the improvement of junior high school students' mathematical communication skills through Problem Based Learning (PBL) assisted by Geogebra and Direct Instruction assisted by Geogebra. The research also considers the level of student learning independence. The research method used was a quasi-experiment with a pretest-posttest design and a control group, involving two treatment groups. groups that underwent the PBL approach with the help of Geogebra and Direct Instruction with the help of Geogebra. Students in this study were divided based on their level of learning independence. Data was collected through an initial test (pretest), implementation of learning, and a final test (posttest). Data analysis involved a comparison between the increase in students' mathematical communication skills before and after treatment in the two treatment groups, as well as the influence of the level of learning independence on increasing mathematical communication skills. The research results show that both learning approaches contribute to improving students' mathematical communication skills. However, the group that took part in PBL assisted by Geogebra showed more significant improvement compared to the Direct Instruction group assisted by Geogebra. In addition, it was identified that the level of student learning independence influences the results of improving mathematical communication skills, where students with a high level of learning independence tend to benefit more from PBL assisted by Geogebra. In order to improve students' mathematical communication skills in learning spatial material, it is recommended that educators consider using Geogebra-assisted PBL and pay attention to students' level of learning independence in designing effective learning strategies. 

Video feedback combined with peer role-playing: a method to improve the teaching effect of medical undergraduates.

The purpose of this study was to investigate the effectiveness of implementation of video feedback combined with peer role-playing (PRP) teaching method in medical undergraduates adopting problem-based learning (PBL) teaching mode. The undergraduates of five-year clinical medicine who get enrollment of Wuhan local University from 2016 and 2018 were selected to be the research objects. The same grade level is randomly divided into several groups to carry out PBL, with 6-10 students in each group. Following the principle of voluntary participation, 34 students were enrolled in the study group and 33 students in the control group finally. The research regards group as the unit, and study report in group should be carried out to fulfill the research. In the study group, the students were asked to perform PRP report, and the report videos were used for feedback. At the same time, the control group reported by PPT, and the feedback was carried out according to the PPT. At the end of the study, the "Competency Improvement Satisfaction Questionnaire (CISQ)" was distributed to investigate students' satisfaction with this teaching method to improve their ability, Arizona Clinical Interview Score (ACIR) was administered in Chinese by a trained teacher unrelated using PRP method to assess students' clinical inquiry ability and communication skills, and theory test was performed to assess mastery of theoretical knowledge. The results show that the study group is superior to the control group in improving the interest of learning and the ability of independent learning, interpersonal communication and active problem solving. Although it is in terms of the confidence in becoming a real doctor and the ability of teamwork, language expression, clinical thinking cultivated, active knowledge acquired and understood that study group are better than the control group, the difference was not statistically significant. ACIR shows that the study group is significantly better than the control group in organization, timeline planning, and transition statements, openly questioning, smooth progress, and avoiding repetition, summarizing, understandable language, documentation and total score. There is no significant difference in eye contact and no interruption. The differences between the two groups are not statistically significant in terms of responsing to concerns, positive feedback, and additional questions. The theoretical test scores of the study group are significantly higher than those of the control group. Video feedback combined with peer role-playing teaching method implemented in medical undergraduates adopting PBL teaching mode is effective, it could stimulate interest in learning actively, improve interpersonal communication ability, improve learning efficiency and clinical knowledge and skills, and improve the confidence of becoming a real doctor. It is worthy of further research and promotion.

Research on Problem-based Learning Teaching Mode in the Teaching of Introduction to Intelligent Medicine

Research on Problem-based Learning Teaching Mode in the Teaching of Introduction to Intelligent Medicine

A Problem-Based Learning Model to Improve English Learning Outcomes: A Study in Middle-School Students

Teaching is not just a matter of telling. Learning is not an automatic consequence of contemplating information in the minds of students. Learning requires mental involvement and students' work. Explanation and demonstration alone will not produce lasting learning outcomes. Which can produce learning outcomes, including the activities of contextual learning methods with problem-based learning teaching models. The source of the data for this research is the seventh-grade students of SMPN 1 Sidomulyo Odd Semester for the 2020/2021 academic year, totaling 34 students consisting of 13 male students and 21 female students. The data collected are quantitative and qualitative. Quantitative data is data obtained from formative tests in each cycle. While qualitative in the form of observations in each learning cycle, the data obtained is then converted into success criteria to determine whether student learning outcomes can be seen and how they improve. This study uses two cycles of action research. Each round consists of four stages, namely: design, observation activities, and reflection. From the data obtained in the form of formative test results and observation sheets of teaching and learning activities, it was found that student learning achievement has increased from cycle one to cycle two. In the first cycle, student learning outcomes in the very good category were 29.41%, and in the second cycle, the learning outcomes in the very good category increased to 70.59%. This study concludes that the problem-based learning (PBL) learning model can have a positive effect on the learning outcomes of class VII F students at SMP 1 Sidomulyo, and this learning model can be used as an alternative to learning English.

ENHANCING STUDENTS’ ENGLISH READING COMPREHENSION USING GRAMMAR INTERVENTION PBL AT MIDDLE SCHOOL

This research explores the implementation of grammar intervention problem-based learning(PBL). This research was conducted in Sichuan Province, China, taking 60 tenth-grade students as the sample from Jiangwai Middle School and an English teacher as a participant. Observation, questionnaires, and interviews were used for data collection. The data were analysed using Miles and Huberman’s(1984) four types of analytical activity and presented descriptively. The Informal Reading Inventory (IRI) shows that there was a significant improvement in student’s English reading comprehension after using grammar intervention in PBL pedagogy. The implementation strategy was discussed, and it can be used to enhance middle school students’ English reading comprehension.

The Review of Research on Problem-based Learning Instruction on Students Language Learning

The Review of Research on Problem-based Learning Instruction on Students Language Learning

Digital Literacy, PBL Pedagogies and Drones for Preservice Teachers

Teaching coding is complex. Teaching coding to higher education students enrolled in teacher education courses who lack a background in technology education is even more so. This paper presents the first phase of an exploratory sequential designed study that investigates how digital literacy and problem-based learning pedagogies, meshed with drone activities can be used to help pre-service teachers develop an advanced level of program knowledge and skills. This paper will look at reflexivity in the research process of designing an intervention for pre-service teachers.

Application of Microteaching Combined with Problem-Based Learning (PBL) Teaching Model in Teaching Clinical Nursing Interns in Otorhinolaryngology Department

Objective: To explore the application effect of microteaching combined with problem-based learning (PBL) teaching mode in teaching clinical nursing interns in otorhinolaryngology department. Methods: A total of 72 nursing students who interned in our hospital from June 2022 to February 2023 were selected, and all of them were comprehensively trained in basic theoretical knowledge as well as practical skills before the beginning of their learning tasks. The students were randomly divided into the control group and the experimental group, with 36 students in each group. The control group was taught using the traditional clinical nursing teaching mode, and the experimental group was taught using microteaching combined with the PBL teaching mode, subsequently comparing the differences between the two groups of interns in the degree of mastery of theoretical knowledge, hands-on skills, teamwork ability, patient satisfaction, and other aspects. Results: In terms of mastery of theoretical knowledge, the interns in the experimental group (97.22%) were significantly better than that of the control group (75.00%) (P &lt; 0.05); the interns in the experimental group had significantly better practical skills (77.78%) than that of the control group (55.56%) (P &lt; 0.05); the interns in the experimental group had significantly better teamwork ability than the control group (P &lt; 0.05); through the questionnaire survey, it was found that students’ satisfaction with teaching in the experimental group (97.22%) was also significantly higher than that in the control group (75.00%) (P &lt; 0.05). Conclusion: The application of microteaching combined with PBL teaching mode in the teaching of clinical nursing interns in otorhinolaryngology department achieved significant results. It can not only improve the professional knowledge and application ability of nursing students, but also cultivate their independent thinking, problem-solving skill, as well as teamwork ability. It can also improve the teaching quality and patient satisfaction, and contribute positively to the development of medical education.

Research on the Application of Problem-Based Learning (PBL) Teaching Method in Clinical Emergency Teaching

Objective: To explore the application advantages of problem-based learning (PBL) teaching method in clinical emergency teaching. Methods: Two classes of students in the five-year clinical medicine major of our university were selected as the research subjects and divided into two groups according to different teaching methods. Among them, 50 students who received the traditional teaching method constituted the control group, while 52 students who received the PBL teaching method constituted the observation group. After one semester, an exam was conducted to assess their theoretical knowledge and first-aid practical skills, and evaluate their clinical thinking skills. At the same time, a teaching satisfaction questionnaire was distributed to evaluate the teaching satisfaction. Results: The results of the t-test showed that the observation group was significantly higher than the control group in terms of theoretical assessment, first aid practical assessment, and clinical thinking skills, and the differences were statistically significant (P &lt; 0.05). The results of the χ2 test showed that the difference in teaching satisfaction between the observation group and the control group was statistically significant (P &lt; 0.05), and the teaching satisfaction in the observation group was significantly higher than the control group. Conclusion: Compared with traditional teaching methods, applying PBL teaching method in clinical emergency teaching can achieve more significant teaching effects. Students’ mastery of theoretical knowledge, first aid practical skills, and clinical thinking skills can be effectively strengthened, and it is conducive to improving teaching satisfaction.

The Impact of ChatGPT on the Interaction Between Teachers and Students in Primary and Middle School English Classes: Taking Problems-Based Learning as an Example

With the increasing science and technological development, Artificial Intelligence is used in many relevant areas in the modern epoch. In the field of education, ChatGPT has realized the combination of innovative teaching methods, such as Problem-Based Learning (PBL) teaching methods. This teaching method has changed the role of students and teachers, improved the inherent relationship between teachers and students, and made the classroom more active. The combination of ChatGPT and PBL teaching methods breaks the traditional classroom model. It integrates artificial intelligence into the PBL classroom so that the roles of teachers and students have changed and the education system is perfect. Teachers and students have richer learning resources, and the communication between teachers and students is smoother. But at the same time, there are still some problems and topics in integrating artificial intelligence and PBL education classrooms. To promote the further application of ChatGPT in PBL classrooms, people must continue to actively explore the field of education, discover coping strategies, and improve their abilities. Based on the existing research, the essay will discuss how ChatGPT affects the interaction between teachers and students in the classroom under the PBL teaching method and what problems still exist.

Effect of Learning Management Using Problem-based Learning on Fine Arts Basic Ability of Freshmen in Suzhou Arts and Design Institute, The People’s Republic of China

Background and Aim: Learning Management Using Problem-Based Learning students can have better development of creativity, the ability to apply in real-world situations, aesthetic appreciation of Arts, activeness, and initiative which can help them to make progress in Fine Arts basic ability. Thus, the purposes of this research were to:1) To compare the students’ Fine Arts basic ability before and after learning through Learning Management Using Problem Based Learning. 2) To compare the Fine Arts basic ability after learning through Learning Management Using problem-based learning with the determined criterion set at 70%.3) To assess the significance level of students’ satisfaction after learning through Learning Management Using Problem-Based Learning. Materials and Methods: The sample of this study was 30 Freshmen (1 class) in Suzhou Institute of Fine Arts and Design in the academic year of 2023, which was derived from the cluster random sampling method. The research instruments were as follows: 1) There are five teaching plans for the Fine arts’s basic ability course of fine arts. The five teaching plans adopt the Learning Management Using Problem-Based Learning teaching method. The themes are research instruments were as follows: There are 5 lesson plans for teaching Fine Arts basic Objects from concrete to abstract - The skill of composition and the skill of light and shadow sensitivity， The meaning of color - The skill of color sensitivity Abstract lines - The skill of lines， Stereo model first session - The skills of typological criterion, lines, and composition.2) An achievement test was used with a reliability of 0.73. 3）The reliability of student satisfaction is 0.80. Results: The results of the study were as follows: (1) Students who received Learning Management Using Problem-Based Learning have higher scores than before learning through Learning Management Using Problem-Based Learning than before at a statistically significant level of 0.05. (2) Students who received the Learning Management Using Problem-Based Learning have higher scores than the determined criterion of 70%. And (3) The students’ satisfaction with Learning Management Using Problem-Based learning is at a high level. Conclusion: Learning management using problem-based learning significantly improves students' Fine art’s basic ability. learning management using problem-based learning problem-based learning environment encourages students to actively think and participate in problem-solving. And the learning management using problem-based learning in the learning process, teachers still need to maintain supervision and guidance and increase time for repeated training to ensure that students are aligned with the learning objectives of Fine arts basic ability.

The Role of Problem-Based Learning Approach in Teaching and Learning Physics: A Systematic Literature Review.

Problem-based learning (PBL) is a learner-centered method in which complex real-world problems are used to stimulate students thinking and problem-solving abilities during the teaching and learning process. This systematic review aimed to reveal the role of the PBL approach in teaching and learning physics. Relevant articles for the review were sourced from Scopus and Web of Science using keywords such as "problem-based learning" and "PBL in physics" education" as search terms. This search yielded 376 results. Thirty-six articles were included in the analysis after passing a crucial condition of empirically investigating the effect of PBL in teaching and learning physics. Only three of these articles did not show a positive effect; others have shown a positive lead of PBL towards improving academic achievement, attitude to learn physics, problem-solving, critical and creative thinking abilities, cooperative learning enhancement, mental model development, and science process skills attainment. Therefore, the review offers important pointers to various classroom environments and activities that ignite learners' thinking. Thus, it help policymakers to select and maintain the best methodology that promotes high students' academic achievement levels.

Development of Problem-Based Learning Management Activities to Enhance the Knowledge, Skills, and Interests of Students

China&amp;#39;s elderly population is on the rise, and there is a growing need for improved education for professionals in geriatric health care and management. &amp;quot;Age-Friendly Interior Design&amp;quot; is a mandatory component of the curriculum for students majoring in aged care and management. Problem-Based Learning (PBL) has been introduced as an innovative teaching model. The study aims to achieve several objectives:1) To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) against predefined criteria. 2) To compare the knowledge, skills, and interests of students after using the Traditional Teaching Method against predefined criteria, and 3)To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) and the Traditional Teaching Method. This research engaged students pursuing degrees in geriatric nursing and management at a university in Sichuan, China. It encompassed both a control group consisting of 42 students and an experimental group with 48 students. The findings indicated that both PBL and traditional teaching methods had a positive impact on enhancing students&amp;#39; knowledge, skills, and interests to some extent. Problem-based learning (PBL) was more effective in improving these aspects than traditional methods with a significance level of 0.05.