Problem-based Tasks Research Articles

Modern Specialist Training Within the Context of the Problem-Based and Informational Approach (Exemplified by Teaching a Foreign Language)

Today’s challenges modern society deal with require the use of an international language to solve problems of an economic, political, scientific, academic, and sociocultural nature. The authors highlight the importance of a foreign language knowledge emphasizing its additional resources for the professional development of future specialists. The paper subject is the process of foreign language teaching within the frame of a problem-based and informational approach while training university students. The authors look at the process of foreign language mastering at different education levels and analyze the components of the discipline work programs such as “Foreign Language”, Foreign Language in Professional Sphere”, “Foreign Language for Scientific Communication”. The paper theoretical significance is presented by the analysis of the basic concepts of problem-based learning and its importance not only for the successful mastering of a foreign language, but also for the successful vocational training of future specialists who meet all the requirements of the global labor market. The authors also substantiate the relevance of foreign language training for students in the frame of the problem-based and informational approach, and also present the specifics of its implementation. The practical significance of the work is demonstrated by the series of problem-based tasks using different models of problem-based situations for teaching foreign language reading and listening. According to the researchers, such tasks can be used both for developing a foreign language communicative competence and professional qualities of future specialists who have creative thinking and are able to cope with any problems in various non-standard situations in different spheres of human activity.

Implementation Of Geogebra As A Mathematics Learning Medium By Applying A Problem-Based Learning Model (Pbm)

Evaluate the impact of using GeoGebra as learning media on students' understanding of mathematical concepts and their engagement in the learning process. The method used in this study was experimental research with a pre-test and post-test design, where students were given problem-based tasks that were solved using GeoGebra. Data were collected through pre-test and post-test to assess the improvement of students' understanding of mathematical concepts, as well as observation to evaluate students' engagement during the learning process. The results showed that the use of GeoGebra in the Problem-Based Learning (PBL) model significantly improved students' understanding of mathematical concepts, with an average increase in understanding scores of 25%. The findings support the integration of GeoGebra with the PBL model as an effective strategy in learning mathematics in secondary schools.

Development of an Economic Learning Strategy Module Based Problem-Based Learning to Improve Learning Quality and Teaching Skills

This research aims to develop a Problem Based Learning (PBL) based Effective Learning Strategy (ELS) module to improve the quality of learning and teaching skills. The ELS module is designed to provide systematic guidance to educators in implementing PBL in their learning. This study used a data analysis technique, namely a comparison test using SPSS software. The evaluation results show that this module provides a practical approach to improving teaching skills, focusing on setting up problem-based tasks and facilitating problem-solving oriented discussions. Based on the results of the study, it can be concluded that the development of coursebooks has a significant impact on improving student learning outcomes. Before the use of the textbook, the average score obtained was at a certain level of 74.98, but after the use of the textbook, there was a significant improvement in the learning outcomes with a significantly increased average score of 86.16. Keywords: problem-based learning, quality of learning, teaching skills

Prompt the problem – investigating the mathematics educational quality of AI-supported problem solving by comparing prompt techniques

The use of and research on the large language model (LLM) Generative Pretrained Transformer (GPT) is growing steadily, especially in mathematics education. As students and teachers worldwide increasingly use this AI model for teaching and learning mathematics, the question of the quality of the generated output becomes important. Consequently, this study evaluates AI-supported mathematical problem solving with different GPT versions when the LLM is subjected to prompt techniques. To assess the mathematics educational quality (content related and process related) of the LLM’s output, we facilitated four prompt techniques and investigated their effects in model validations (N = 1,080) using three mathematical problem-based tasks. Subsequently, human raters scored the mathematics educational quality of AI output. The results showed that the content-related quality of AI-supported problem solving was not significantly affected by using various prompt techniques across GPT versions. However, certain prompt techniques, particular Chain-of-Thought and Ask-me-Anything, notably improved process-related quality.

The role of interactive learning in mathematics education: fostering student engagement and interest

This article examines the role of active learning in mathematics and its impact on stimulating students' interest in the subject. It analyses contemporary methods of active learning, such as group projects, discussions, and problem-based tasks, and considers their applicability in teaching mathematics. The article discusses different methods of stimulating students' interest in mathematics, including the use of practical examples, interactive teaching methods, and support for independent research. Based on the analysis conducted, recommendations are provided for creating a learning environment that fosters the maximum development of students' interest in mathematics and enhances the effectiveness of their learning. The article highlights the significance of contemporary teaching methods in mathematics. These methods concentrate on fundamental mathematical concepts and foster critical thinking, communication skills, and independent research skills. The article discusses the importance of studying formal geometry in mathematical education and proposes original methods for solving classical and authorial problems based on new dependencies that were previously unknown. In conclusion, the article highlights that active learning is a crucial component of successful mathematics education. It promotes not only the assimilation of material but also the development of skills necessary for successful adaptation and application of knowledge in various life spheres and careers.

Embedded assessment throughout the problem-based learning – a path to authentic learning experiences

This article examines the benefits and challenges associated with Problem-Based Learning (PBL) as a teaching and assessment tool, a constructivist approach that promotes a more pragmatic and student-centered mode of assessment. A tangible illustration of the proposed assessment tool is presented. The study aims to analyze different aspects of mathematical competence in line with the European Commission Framework for Lifelong Learning, such as critical thinking, practical application in authentic problems, and more effective knowledge acquisition. Data were collected through direct classroom observations, open-ended questionnaires, surveys, and personal interviews. The methodology was applied to a sample of 60 students from American College of Sofia (ACS) who participated in project work instead of conventional testing. The results of the study revealed that assessing students’ progress through problem-based tasks not only enhances the development of students’ mathematical competencies compared to traditional methods, but also fosters lifelong learning skills.However, this approach requires a more significant time commitment compared to tra- ditional testing.

Virtual Access to STEM Careers: In the Field Experiments.

The Virtual Access to STEM Careers (VASC) project is an intertwined classroom and virtual reality (VR) curricular program for third through fourth graders. Elementary school students learn about and take on the roles and responsibilities of STEM occupations through authentic, problem-based tasks with physical kits and immersive VR environments. This article reports on a round of curriculum and virtual environment development and in-classroom experimentation that was guided by preliminary results gathered from our initial VASC prototyping and testing. This specific iteration focuses on curriculum for learning about sea turtles and tasks regularly completed by park rangers and marine biologists who work with these creatures and a new backend data collection component to analyze participant behavior. Our results showed that educators were able to setup and integrate VASC into their classrooms with relative ease. Elementary school students were able to learn how to interface with our system quickly and enjoyed being in the environment, making a positive link to STEM education.

Използване на контекст в обучението по химия за ангажираност на учениците от IX клас по тема едновалентни алкохоли

The study of alcohols is an important topic in the chemistry curriculum. At the same time alcohol abuse has a significant negative effect on the human health and is a social problem. This article presents a practice to involve the context in learning the topic “Monohydric alcohols” in 9th grade by illustrating the meaning and appropriate use of alcohols trough examples of everyday life, promoting active learning and problem solving. To evaluate students’ engagement in the Context-Based Learning, pedagogical observation and analysis of task solutions was conducted. The ninth graders of 91. German Language High School participated in this research divided into a control (n=25) and experimental (n=25) group. The results show more clearly expressed indicators of a cognitive, behavioral, and affective engagement by the students of experimental group. When solving problem-based tasks in а context, the same students demonstrate skills for working with information, assessing benefits and risks of alcohols use, and solving a real problem to a greater extent.

Використання STEM-технології в освітньому процесі під час вивчення природничих дисциплін

The article focuses on modern approaches to education aimed at developing creativity, innovation, and the use of advanced technologies in the context of teaching natural sciences. Key aspects of integrating STEM approaches are highlighted through the application of interactive teaching methods (project activities, experimental research, interdisciplinary integration, problem-based learning, 3D modeling, maker activities, etc). The research concentrates on the practical aspects of implementing STEM technology in the educational process and its impact on enhancing the quality of teaching in biology, chemistry, and physics. The main advantages of using interdisciplinary connections in the training of teachers in the natural sciences field are outlined, including knowledge integration, increased student motivation, development of communication skills, flexibility, and adaptability. The role of creativity in STEM-oriented educational practices is examined, theoretical aspects of a creative personality are clarified, and the necessity of developing a strategy that fosters innovation in key aspects of teacher training is determined. The positive impact of the STEM approach on the development of critical thinking, analytical skills, and independent problem-solving abilities is analyzed. Examples of project-based and problem-based tasks that can be offered to students in the context of studying biology, chemistry, and physics are provided. An educational course, «STEM Technologies in Teaching Biology», has been introduced into the training process for future biology and health education teachers at Hryhorii Skovoroda University in Pereiaslav. This course aims at mastering modern methodologies and tools used in STEM education with practical application in professional activities. The effectiveness of implementing STEM technology elements is confirmed by the increased motivation of learners to study natural sciences, and the development of their critical thinking and creative abilities.

Організаційно-педагогічні умови оптимізації використання дистанційних технологій у процесі самоосвітньої діяльності студентів

The article deals with the necessity to optimize self-education activity of pedagogical university students’ in the context of innovative technologies introduction, time deficit, and the need for continuous professional development of the specialists. It presents the approaches of major Ukrainian researchers to the definitions and features of higher education students’ independent work. The attention is drawn to the project technology, in particular to the web-quest, which is considered to be an effective method of organizing students’ independent work at a pedagogical university. The organizational and pedagogical prerequisites for optimizing the effectiveness of pedagogical university students’ independent work are defined as follows: involvement of students in project activities based on an interdisciplinary approach; application of cloud network technologies in the organization of project activities of future teachers based on an interdisciplinary approach; the use of universal cognitive and metacognitive strategies of self-education in the process of project activities organized by means of cloud technologies; combination of both collective and individual forms of cognition in the project activities, which provides opportunities for self-actualization of the future teacher’s personality. The article summarizes the features that prove the feasibility of using web-quests in the independent study activity of prospective teachers: problem-based tasks; the role guidance; combination of individual and group forms of independent work; accumulation of different types of activity (cognitive, data search, analytical and exploratory). The study discusses a modern effective form of organizing students' independent work – an interdisciplinary web-quest, aimed at finding solutions to specific problems, the scope of which goes beyond the limits of a particular field of knowledge. The peculiar features of students’ and teachers’ activities are analyzed in accordance with the structure of the interdisciplinary web-quest (objectives, content, information, presentation components). Keywords: organizational and pedagogical prerequisites, independent work, students, optimization, project technology, web-quest, interdisciplinarity, cloud technologies.

ІННОВАЦІЙНІ ПЕДАГОГІЧНІ ПІДХОДИ ДО ВПРОВАДЖЕННЯ ПРОЄКТНОЇ ДІЯЛЬНОСТІ УЧНІВ 10-11 КЛАСІВ НА УРОКАХ ТЕХНОЛОГІЙ

The article is devoted to an in-depth study of innovative pedagogical approaches related to the implementation of project activities of 10-11 grade students in technology lessons. The main theoretical aspects of the project approach in education and its essential advantages are carefully studied, emphasizing this with scientifically based research. In particular, the results of current pedagogical research and scientific sources were used to confirm that the project activity contributes to the strengthening of students' creative abilities and their active learning. The article discusses innovative pedagogical approaches that can be effectively implemented to organize project classes. A comprehensive analysis of modern approaches and digital technologies was carried out, using the latest scientific achievements to ensure interactivity and efficiency of project activities. The conclusions of the article make it possible to emphasize the scientific approach to the presented materials. Attention is also focused on the development of critical thinking and problem-based learning, using the implementation of problem-based tasks and interdisciplinary approaches in project activities. It is noted that this approach to projects contributes to the development of students' analytical and critical skills. In particular, the use of project activities in the technology lessons of 10-11 grade students has significant advantages, helping to increase their motivation and interest in learning. By working on specific projects with real application, students show creativity and develop their abilities, which affects self-esteem and self-confidence. In addition, project activities contribute to the development of students' critical thinking and analytical skills, teaching them to justify their decisions and find non-standard approaches to solving problems. It was determined that students show more interest in acquiring knowledge, because project activities contribute to active and practical learning, allowing them to see the connection between theory and practice. Keywords: project activity, innovative pedagogical approaches, students of 10-11 grades, technology lessons, educational process.

Flipped learning model in the course «Culture of Oral and Written English»

It has been сreated a course «Culture of Oral and Written English» with the implementation of blended learning, which makes it possible to form professionally oriented communicative competence of students enrolled in the master’s programme. It has been considered micro-, meso- and macro-levels of course introduction and function. It is argued that the practical implementation of the blended learning (henceforth BL) technology is the organization of educational process within the course «Culture of Oral and Written English», where face-to-face interaction (traditional learning) in the classroom is supplemented by distance learning in the web environment and independent learning that includes classroom independent work, during which problem-based tasks are performed, as well as extracurricular asynchronous, synchronous, asynchronous-synchronous independent work through the Microsoft Teams application and the chatbot СhatGPT. The course implementation context is described with the information on the conditions, curriculum and the need for it in the master’s program. It is outlined the way of developing the course, which includes its structure and specific tasks. It has been elaborated the tasks for the formation of professionally oriented speech competence in writing as a subcompetence of professionally oriented communicative competence of prospective English university teachers. It has been inferred that the peculiarities and technological advantages of the BL technology are due to the active use of the flipped learning (FL) model that inverses the methods of traditional teaching, implements the material presentation outside the educational institution and determines practical cooperation in the classroom as a leading form of learning activities organization. The value of the FL model is the ability to regulate students’ independent learning, which they carry out individually or together in pairs/mini-groups, and classroom learning for group classes, where students can check their understanding and correct comprehension of the topic content, exchange opinions, debate, and the teacher becomes a facilitator, who directs the work of the whole group and each student towards their individual learning trajectory. Different types of prospective teachers’ independent work for their skills development in writing texts of academic genres (articles and essays) are demonstrated on the example of tasks for the development of English professionally oriented speech competence in writing.

Problem-Based Tasks in Mathematics Learning: Opportunities and Challenges for Teachers

Mathematics education and teaching should not only include routine tasks; but tasks that need practice and memorization are mathematically more prosperous and more difficult because they promote problem-solving, investigation, and the discovery of the actual value of mathematical assertions. Therefore, the teacher must be able to select, create, and modify assignments under the established goals. This study attempts to examine opportunities and challenges that teachers encounter while adopting problem-based tasks. The subjects involved in this study were three secondary school mathematics teachers that are acceptable, in East Java, Indonesia. The teachers involved have more than five years of teaching experience and have good academic qualifications. The data collection consisted of observing three classes of secondary school during the implementation of a problem-based task related to the topic of rectangles and algebra. The study begins with the introduction and giving of several examples of problem-based tasks in secondary school mathematics designed to foster advanced learners' critical thinking and creativity. The findings show that teachers gain new knowledge about problem-based assignments and pedagogical insights on how they explain them to students. The results also provide an overview of the challenges for teachers to design and implement problem-based tasks.

РАЗВИТИЕ ИНТЕЛЛЕКТУАЛЬНЫХ СПОСОБНОСТЕЙ БУДУЩИХ ПЕДИАТРОВ ПОСРЕДСТВОМ ИНОЯЗЫЧНЫХ ИНТЕЛЛЕКТУАЛЬНЫХ ИГР

Nowadays there is an increasing demand in society for specialists functioning at a high intellectual level, capable of producing new intellectual results not only in their native language, but also in foreign languages. This is especially important in the profession of a pediatrician, as the pediatrician is required to be ready for positive verbal interaction with the child. He or she must be able to establish contacts with his or her parents, as well as be able to consciously and independently choose means of treatment depending on the diagnosis of the patient. The article presents an analysis of the concepts of “abilities”, “intellectual abilities”, and a classification of their types. The authors present a series of intellectual games in a foreign language. The authors define the key concept of “intellectual ability” as a kind of individual’s abilities to create unique mental results of his cognitive actions and mental operations and apply them in various situations of professional communication in different languages. Special attention should be paid to the development of intellectual abilities in Russian universities, including foreign languages classes. It is necessary to activate the cognitive processes of students-pediatricians, to stimulate their thinking. To achieve this goal, the teacher is offered to create various problem-based situations and to present the students with problem-based tasks. The authors conclude that the use of intellectual games in foreign languages can significantly enhance the development of intellectual abilities of future pediatricians. The authors also propose criteria for diagnosing the intellectual abilities of future pediatricians in a medical university within the framework of a series of intellectual games.

Digital Monitoring of Students’ Soft Skills Development as an Interactive Method of Foreign Language Learning

Nowadays, the curriculum of higher education is mainly based on hard skills development, although soft skills are of critical importance for successful academic and professional performance. Consequently, the purpose of the article is to describe the possible methods of mastering the second-year students’ soft skills within the scope of a foreign language course, using interactive methods. The aim of the research was to elaborate on three types of interactive problem-based tasks and assessment criteria which allow us to monitor the progress of soft skills such as problem solving, teamwork, leadership, time management and technology skills, and analytical and creative thinking. Both tasks and criteria were uploaded onto an online educational platform. The case study method, which was considered to be the main monitoring tool, turned out to be effective in the pedagogical experiment where the students collaborated both online and offline. The experiment demonstrated a positive trend in students’ soft skills improvement alongside their foreign language communication skills. Moreover, statistical analyses showed the effectiveness of the system created to master soft skills. The proposed system for digital monitoring of soft skills development can be useful for teaching personnel who want to make the educational process more interactive and productive for advancing students’ soft skills.

Problem-based task in teacher training program: Mathematics teachers’ beliefs and practices

Research on mathematics teacher professional development has emphasized primarily teaching quality enhancement. Mathematics task as one of the vital components in mathematics teacher education has been sparsely investigated. The purpose of this research is to explore mathematics teachers’ beliefs and practices in applying a problem-based task after attending one-semester online teacher professional training funded by the Ministry of Education. This is a mixed-method research design with data collected by distributing questionnaires to 105 mathematics teachers from 24 provinces in Indonesia after accomplishing an online professional training program to determine their self-reported beliefs about mathematical problem-based tasks. Data were also collected by conducting focus group interviews with 15 mathematics teachers with different teaching experiences. Teachers' relevant documents, such as course contents, task forms, and notes, were analyzed and used to enrich the qualitative interpretation. The quantitative result indicated that mathematics teachers' beliefs on the problem-based task were low. Meanwhile, the qualitative findings indicated this category of teachers constructed their problem-based tasks with no theoretical framework. Three misconceptions in designing problem-based tasks were also reported. Therefore, future research is recommended for a more acceptable and applicable problem-based tasks framework and design a specific teacher professional development training to promote teachers’ competencies.

Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom

This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom. The study was conducted with a bottom-up approach to pedagogical research through the close collaboration of teachers and researchers who were equal partners in the research team. It was observed that students often engage in parallel monologues or unauthentic question–response sequences when accomplishing oral activities; thus, the research team aimed to design tasks providing opportunities for meaningful, co-constructed talk. The research design involved an iteration of task design and classroom testing in three cycles, and the student–student interaction was analyzed using conversation analysis. Findings show that the divergent problem-based task designed in this process did elicit purposeful and collaborative oral interaction, as the students engaged in co-constructed talk by visibly attending to each other’s turns-at-talk and by formulating fitting turns that fostered the progressivity of the activity. The task also included artifacts (i.e., material objects), the manipulation of which played an important role in the emerging collaborative interaction. These findings suggest that the implementation of open-ended problem-based tasks can develop students’ interactional competence, while the use of artifacts can help students make their reasoning tangible and visually accessible.

Межкультурные виртуальные производственные туры как лингво-профессиональная составляющая обучения иностранному языку студентов технических специальностей

Profession-oriented component in foreign language teaching at a university is considered essential for compliance with the requirements of the Federal State Educational Standard of Higher Education within the competence approach. Information technology and the Internet resources involvement contribute much to the increased opportunities of professional development in foreign language training. The virtual reality technology development has a certain value for foreign language teaching process. Virtual excursion technologies are used as socio-cultural and country studies specific components of the process. Innovative virtual industrial tours are considered by the author as a means of profession-oriented exercises and task development for engineering students. The aim of the article is to justify virtual industrial tours introduction into foreign language teaching process for IT and technical education students. The author also gives a problem-based task of a virtual tour to the Google office in London as an example. The conclusion is made that there are plenty of opportunities for introducing virtual industrial tours into foreign language teaching and developing professional foreign language communicative competence.

Using Problem-based Tasks to Promote Higher-order Thinking Skills for TESOL MA Students in Vietnam

This paper denotes the findings from an action research project, which applied problem-based learning (PBL) in linguistics courses in an MA TESOL program in Vietnam. The project aimed to study the extent to which the use of problem-based tasks in semantic courses could promote students’ employment of higher-order thinking skills in their learning. It was found that the PBL approach was specifically appropriate in promoting higher-order thinking skills for students with passive learning habits in such Confucian heritage cultures as Vietnam. With well-designed problem-based tasks and adequate tutoring, students learned how to use higher-order thinking skills to facilitate their learning; how to stay more focused on the completion process of problem-based tasks; and how to be motivated to engage in learning activities. In addition, some students were encouraged to follow the same PBL approach in their own teaching practice. Problem-based tasks which took place at a fixed time during class seemed to cause students to lose interest. In addition, a lack of adequate job experience might also have limited the effectiveness and overall success of the problem-based tasks.

Systems thinking to facilitate “double loop” learning in tourism industry: a COVID-19 response strategy

It is evident there is an urgent need for tourism companies to build highly responsive learning systems to adapt to COVID-19 threats and beyond. As such, only learning tourism companies that promote inquiry, challenging current actions, and departing away from adopted assumptions will be able to survive. However, there is paucity of studies exploring effective learning methods in tourism companies to adapt to unpredictable crisis consequences. This study argues that systems thinking approach for service delivery design can operationalize double loop learning in tourism companies of finding alternative service offerings. An exploratory case study was conducted in a leading cruise group company in Vietnam. Results show that systems thinking activated double-loop learning by promoting three different drivers: systematic judges and acts, problem-based task force teams, and service innovation. This paper theorizes systems thinking with double-loop learning as an organizational means to help tourism companies survive during COVID-19 global tragedy, and to transform their service offerings. It also extends current understanding of tourism companies’ organisational learning by incorporating double loop learning with structural design issues based on the lens of organic structures and introduces managers of tourism companies to the significance of organic structures for competitive advantage creation during crisis.