Problem-based Tasks Research Articles

One‐year follow‐up of problem‐based task training for a child presenting cerebellar ataxia after brainstem glioma surgery: A single‐subject experimental study

For the rehabilitation of patients with cerebellar ataxia, task training aids in achieving functional benefits. This study aimed to investigate the effects of problem-based task training on balance and motor function in a child with cerebellar ataxia after brainstem glioma surgery. This study used a single-subject reversal design (A-B) with a 1-year follow-up. A 5-year old child with cerebellar ataxia due to a brain glioma completed problem-based task training, including a 10-step walk and return trial, walking while carrying an object, walking between parallel lines, and kicking a ball. Assessments were made using the Pediatric Balance Scale (PBS) and motor function tests (International Cooperative Ataxia Rating Scale (ICARS), Gross Motor Function Measure (GMFM), and Pediatric Evaluation of Disability Inventory (PEDI). During the intervention phase, the PBS score showed clinically and statistically significant improvement compared to the baseline score. The ICARS and GMFM scores improved by 10.53% and 3.56%, respectively, after the intervention. Furthermore, in the PEDI score, functional skills and caregiver assistance in the mobility domain increased by 7.58% and 5.02%, respectively, after the intervention. The improvements in all parameters were maintained or increased at further follow-up phases. These findings suggest that problem-based task training has a positive effect on balance and motor function in a child with cerebellar ataxia after brainstem glioma surgery.

Developing Students' Creative Constructs in Mathematics with Problem-Based (PB) and Problem Posing (PP) Tasks

The purpose of this experimental study was to examine the creative constructs of students enrolled in Differential Calculus at the University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippines. This study was composed of 132 engineering and mathematics education students enrolled in two different semesters. The experimental group was chosen randomly, exposed to the problem-based HALP model teaching approach and problem posing while the control group was taught using Polya’s problem-solving heuristics. Multiple Solution Tasks (MST) test in Calculus was administered to determine their creative constructs which can be measured in terms of their level of mathematical fluency, flexibility and novelty of solutions before and after the experiment. Results indicated that the experimental group exhibited a remarkable improvement of their mathematical fluency and flexibility but still in the developing level when they are required to posit novel solutions to problems as influenced by the problem-based HALP and problem posing activities. Hence, it is recommended that mathematics teachers may utilize these methods to successfully develop students’ mathematical creativity and future research may also be explored on integrating technology and how it can influence developing student’s mathematical creativeness as well as the mediating role of their affective domains and IQ (intelligent quotient).

SOME ASPECTS OF THE PBL MODEL WHEN TEACHING DISCIPLINES IN DIGITAL TERRAIN SIMULATION

The article discusses aspects of the innovative form of the educational process - problem based learning. The examples of problem-based tasks in the study of the discipline "Modeling and Spatial Analysis in Geographic Information Systems" are given. The possibilities of using geoportals as the main source of open digital cartographic data for developing skills in working with geospatial data are considered.

Problem-based tasks and issues as categories and tools of linguomethodology

Problem-based tasks and issues as categories and tools of linguomethodology

Дидактичні ресурси з української мови як чинник формування інформаційно-комунікаційної компетентності учнів 10 класу ліцею

In the article, the issue of the effective use of didactic resources in Ukrainian lessons in the aspect of formation of information and communication competence in the 10th graders of the lyceum is studied. The notion “information and communication competence” is construed as a key concept, and the peculiarities of the arrangement of the education process to form the aforementioned competence are described. Methodological benchmarks for the development of research skills in the 10th graders of the lyceum in the process of teaching morphology of the Ukrainian language through problem-based exercises and tasks aiming at enhancing literacy of the 10th graders and their research skills are ascertained; the status and the educational value of research-based exercises in the lyceum are substantiated. The peculiarities of acquisition of the theoretical material by senior pupils in the context of blended learning through online platforms, tools and instruments, which are deemed to be expedient for distance education, are reviewed.

NARRATIVE COMPETENCE FORMATION OF FUTURE FOREIGN LANGUAGE TEACHERS THROUGH THE CONTEXTUAL LEARNING IMPLEMENTATION

The article presents the contextual learning in foreign language educational process.Reveals its’ importance for future foreign language teachers preparation. The author considers peculiarities of professional activity contexts and its role in narrative competence formation. Narratives created by students are the most common forms of verbal communication, realized at different levels of communicative activity, depending on the situation and context.Narrative competence formation in the process of contextual learning is possible through problem-based tasks that arespeciallyorganized by the teacher and provide active interaction of students, their joint activity in finding solutions to the presented problem content. The articleprovides examples of problem situations that reveal the methodological aspect. Prospects for further research of contextual learning and its importance in the process of future foreign language teachers’ narrative competence formationaresuggested.

PROBLEM-BASED TASKS IN FOREIGN LANGUAGE ACQUISITION FOR INTENDING EDUCATORS

The problem-based learning of a foreign language is aimed to develop students’ creativity, increase their motivation, autonomy, experience future profession tasks, and improve cognitive and communicative skills. The purpose of the article is to justify the efficiency of forming communicative skills of intending educators by means of problem-based tasks within the discipline “English for Professional Communication”. The objective of the article is to report about the results of using problem-based tasks in students’ acquisition of course content and in formation of students’ linguistic competence. In order to test the theoretical statements of using problem-based tasks in foreign language acquisition, a diagnostic experimental study was conducted. It was aimed at identifying cognitive-communicative needs and opportunities of students in solving problem tasks. The study included: experimental training, diagnostic tests and questionnaires for students and teachers. As a result, the cognitive and communicative needs and opportunities of students to solve problem tasks were determined; the prospects of application of problem tasks in the development of creative thinking in the process of formation and development of skills of foreign language communication were revealed. The experiment data enable to conclude that regular using of problem-based tasks marked positive impact on formation of students’ linguistic competence. Phonetic, lexical and grammatical skills have improved due to communication with peers and self-control during solving problem tasks. The overall results of the study affirm the enhancement of students’ speaking skills (monologue, dialogue, polylogue skills).

Innovative Project Thinking of Designers as a Pedagogical Issue

The leading trend in the 21st century is an innovative approach in science, education, and culture, manifested in various spheres of human activity – especially those related to the creative transformation and improvement of the world. Thus, the study of the development and functioning of heuristic thinking of designers, associated with innovative ideas and concepts of material culture, is becoming increasingly relevant. The emergence of such professions as creative state moderator or mental fitness coach has been predicted. The purpose of the study is to identify pedagogical technologies aimed at the formation of innovative thinking necessary for a designer's project activity. Designers should be trained based on innovative projects, brainstorming methods, problem-based tasks, and cases, ensuring that students master the system of values, meanings, and models of innovative creative activity. Only then will design projects launch the process of deliberate change that introduces qualitative changes into the environment. Innovative project thinking is a universal competence of designers, necessary for successful professional activities in the modern world in its various forms and types. Therefore, its formation is one of the most important pedagogical problems of today. A new aspect of the study is the methodological recommendations on the training of designers in innovative thinking, which includes three stages of this process: creating an object, assessing the degree of novelty, and mastering in real life. As practice has shown, students form innovative thinking in the classroom if they comprehend innovative projects from the concept to the specific implementation and assessment of the result.

“ZA PROGIEM”. Educational values of children's learning outdoors

The article presents the “ZA PROGIEM” – wyprawy odkrywców educational project implemented from August 2018 to July 2019 at the Institute of Pedagogy of the Maria Curie-Skłodowska University in Lublin. The project was to develop key competences of students through development and teaching tasks implemented in four-person peer groups. The project consisted of two six-hour cycles of educational tasks: “Present, past and future of the tree” and “Scent trackers”. Problem-based tasks were carried out in various educational areas, in diverse natural, social and cultural contexts. The beneficiaries of the workshops were students of grades I–III, in 8 groups (7 from the rural environment, 1 from the urban environment), each consisting of 12 people. The research used the participant observation method and the document analysis method. The project confirmed that environmental education conducted outdoors is an important element of upbringing, increases children's perceptiveness and creates emotional connection to the nature.

Development of the reading culture in pre-service teachers amid digitalization of education

The article deals with the problem of developing a pre-service teacher’s reading culture as a way to build professional competence in the context of digital education in the Republic of Kazakhstan. The results of the questionnaire demonstrated that more than a half of the study pool of pre-service teachers made a conscious choice of a teaching profession, and the same number indicated difficulties in organizing their independent work with different texts. The results have also shown that around 90% of pre-service teachers do not consider books as a professional tool, and indicated major factors impeding reading: the Internet; difficulties in linear and nonlinear reading; lack of attention; financial struggles. The obtained results of the pedagogical experiment, carried out at the West Kazakhstan State University named after M. Utemisov suggest that using pedagogical experiment, with its collaborative workshops in conjunction with the university library, problem-based tasks, and educational role plays, afford beneficial ways of developing the reading culture among pre-service teachers. The materials of the article can be used in the context of higher education for delivering courses on digital pedagogy, as well as in organizing the teaching practice of students at school, etc.

Problem-based tasks in a foreign language in the system of building professional communicative competence of future non-language experts

Problem-based tasks in a foreign language in the system of building professional communicative competence of future non-language experts

APPLICATION OF THE LEARNING COMMUNITIES APPROACH TO TEACHING ENGLISH FOR SPECIFIC PURPOSES

The paper focuses on the peculiarities of application of the Learning Communities to teaching English for Specific Purposes at the university. Combining two disciplines (a practical English language course and a business-oriented one) over a semester, around interdisciplinary themes requires intentional restructuring of students’ time, credit, and learning experiences to build community, changing of the curriculum and fostering more explicit connections among students, between students and their teachers, teachers and administration, and among disciplines. The experience of using the Learning Communities approach has demonstrated the positive results for all involved. Studying real-life professional situations through case studies and problem-based tasks through collaboration in English, students benefit from both developing their English language competency and mastering the material on the disciplines related to their future professional field. Teachers experience a more coherent and enriched teaching environment. The university gets the opportunity to develop models for students’ internships and cooperative education that are designed for the needs of local businesses and provide outreach to the community.

Context-Based Integrative Educational Technique in Profession-Oriented Foreign Language Teaching (Academic Model United Nations)

The aim of the article is to examine the Academic Model United Nations (Model UN) as a context-based integrative educational technique in profession-oriented foreign language teaching (FLT); to point out the context-based integrative nature of profession-oriented language learning and highlight the importance of using product-based educational techniques in FLT for developing students’ future personal and professional autonomy; to identify the ways of integrating Model UN as a format of social mode of teaching. The article provides an overview of an experiment of implementing the Model UN format in the educational process, conducted in 2017 in the National Research University Higher School of Economics (NRU HSE), which proved that Model UN successfully serves as an “educational laboratory” that engages students in cognitive, research, creative and productive activities while using foreign language as a tool of solving problem-based tasks. The work includes the stages of integrating Model UN format in the educational process; analyzes a number of difficulties that may occur and suggests several ways of dealing with them; involves recommendations for preparing students for the roles of Model UN delegates and the criteria of participants’ written and spoken speech assessment. The results of the research show that Model UN, as a highly flexible interdisciplinary educational technique, can be employed in various formats on different educational levels as a tool of modelling the context of students’ future professional activities contributing to the development of their professional intercultural communicative competence (PICC), as well as their future personal and professional autonomy.

Problem-Based Teaching of Literature

The problem-based teaching of literature is a contemporary teaching model that has emerged from the need to overcome the weaknesses of traditional teaching and to increase the efficiency of educational work. Unlike the traditional paradigms that focused on the teacher and the lecturing model of education, the problem-based teaching of literature engages students, places them at the centre of the teaching process, and encourages them to independently define and research the problem. The problem-based teaching of literature is based on the students’ active relationship to literary phenomena, while the teacher functions as the initiator and motivator of the students’ versatile creations that are reached by solving problem-based tasks. This paper explores the problem-based teaching of literature and presents the results and discussion of the conducted research on the attitudes of Croatian language teachers on the problem-based teaching of literature. Fifty Croatian language teachers participated in the research by filling a survey in an attempt to determine how often the respondents use the problem-based teaching of literature as well as which forms, methods and methods of teaching they use. More specifically, the aim was to determine how teachers see their own role and students’ activity in problem-based teaching of literature. In addition, the research sought to find out whether teachers believe that learning outcomes are more successfully achieved in the problem-based teaching of literature and what the reasons for the (un)acceptability of the problem-based teaching of literature are.

Approximate Relations in pH Calculations for Aqueous Solutions of Extremely Weak Acids: A Topic for Problem-Based Learning

This paper describes the implementation of problem-based learning in chemical education with regard to the impact that protolytic reactions have on equilibria. The problem-based task presented here...

The Effect of Authentic Problem-Based Vocabulary Tasks on Vocabulary Learning of EFL Learners

Language learners’ cognitive engagement with the content in language classes has been advocated in the last few decades (Laufer & Hulstjin, 2001). To this end, the researcher designed authentic problem-based tasks which make use of learners’ cognitive and metacognitive skills to solve real-life vocabulary tasks. Nelson vocabulary test was administered to 64 Iranian EFL learners studying at a language institute in Tehran. By considering 1 standard deviation above and below the mean score, two cohorts of participants were selected for this study, i.e., the experimental group (n=24) and the control group (n=23). Conventional vocabulary learning tasks were implemented in the control group classes for 10 sessions while authentic problem-based vocabulary learning tasks were implemented in experimental group classes. The results of data analysis revealed that the experimental group participants outperformed the control group learners in both tests of vocabulary recall and vocabulary retention (administered after a two-week interval). Pedagogical Implications are discussed.

What science is about – development of the scientific understanding of secondary school students

Background: Development of scientific understanding of secondary school students is considered to be one of the goals of environmental education. However, it is not quite clear what instructional strategies and what other factors contribute to the effectiveness of environmental education programs promoting this goal.Purpose: The aim was to analyze if an applied instructional strategy applied on an outdoor environmental education program was successful in developing the students’ scientific understanding, their interest in studying science at university, and if the students’ scientific understanding is influenced by their gender or intention to study science at university.Program description: The investigated program was 3–5 days long and it was based on principles of inquiry-based learning approach applied in outdoor setting of an environmental education center.Sample: For the analysis, data from 83 students (60 girls, 23 boys) of three grammar schools who participated in the program (mean age of 16.45 years), were collected. The control group consisted of 93 students (59 girls and 34 boys), with a mean age of 17.5 years.Design and methods: The research applied a quasi-experimental non-equivalent control group design when both group received the same instruments in the same time span. The instrument consisted of three parts: 1-item Science and Engineering Indicator, 1 Likert-type item for assessing students’ intention to study science, and a problem-based task for assessing students’ understanding of the procedure of scientific inquiry.Results: The program seemed to positively affect students’ understanding of scientific principles and procedures; however, no effect on their intention to study science at university was found.Conclusions: The evaluated strategy which consisted of elements such as the application of mobile technology, balancing between teacher- and student-directed approaches, and emotion-based activities was proven effective for developing students’ scientific understanding. However, in order to increase students’ intention to study science, a different or a better developed strategy is needed.

ФОРМУВАННЯ ІНШОМОВНОЇ КОМУНІКАТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ІЗ ВИКОРИСТАННЯМ ТЕХНОЛОГІЙ ПРОБЛЕМНОГО НАВЧАННЯ

Background: The formation of the appropriate level of future teachers’ foreign language communicative competence is possible with the help of effective methods and technologies which enhance students learning, motivate them and involve in different activities. Problem-based learning is regarded as one of the most appropriate technologies to be used+ for future foreign language teacher training. Purpose: The purpose of the article is to characterize problem-based learning and substantiate the conditions of its effec­tive usage for the formation of future teachers foreign language communicative competence. Results: The formation of the appropriate level of future teachers foreign language communicative competence with the help of problem-based learning will be effective under the following conditions: individual approach to students; taking into ac­count their interests, aims; focus on the development of strategic competence; employing communicative, cognitive, cultural, research (linguistic and pedagogical) problem-based tasks which develop necessary skills; gradual difficulty increase; profes­sional approach; the development of student autonomy which means finding a unique way of problem solving. Discussion: Further investigations are necessary to substantiate and develop the methodology of the formation of future teachers’ foreign language communicative competence with the help of problem-based learning and on the basis of the inte­grative approach. Besides, the research should focus on using problem-based learning in foreign language training of students of different fields with the emphasis on their future profession.

A case study exploring students’ problem-solving strategies in a PBL chemistry task

This paper shares the initial results of a small-scale research study which aimed to investigate the problem solving processes Year 1 undergraduate science students used while undertaking problem-based learning tasks in the chemistry laboratory. A qualitative case study, combining observation and semi-structured interviews, was used to explore learners’ experience of the problem-based learning (PBL) task. The literature on problem solving processes of experts generally places importance on domain specific knowledge, developed through experience, for the expert. This is of particular relevance to this study since the students have a range of different prior experiences in the ‘chemistry’ and ‘experimental/practical’ domains. Overall, it was shown that students revealed novice-like problem solving strategies and surface approaches to learning. However, one group revealed more expert-like characteristics, coupled with a deep approach, with this group successfully solving the problem. One implication of this study is that we need to be more aware of the learning approaches of our students, as well as their subject knowledge, as they enter into higher education through careful scaffolding of such problem-based task.

Instructional Methods to Computer Science Education as Investigated by Computer Science Teachers

Answers to the questions of which instructional methods are suitable for school, what instructional methods should be applied in teaching individual subjects and how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This article focuses on computer science teachers´ examination of instructional methods supporting knowledge processes in the act of learning. A survey was conducted in which computer science teachers evaluated 20 instructional methods in regard to the following knowledge processes: Build, process, apply, transfer, assess and integrate. The results of the study show that certain instructional methods are especially predestined for computer science education: Problem-based learning, learning tasks, discovery learning, computer simulation, project work and direct instruction.