Problem-based Teaching Method Research Articles

EXPLORING THE INTERSECTION OF LYRIC AND EPIC NARRATIVES: INNOVATIVE PEDAGOGICAL STRATEGIES FOR TEACHING MIKHAIL LERMONTOV’S “MTSYRI” IN THE 8TH GRADE LITERATURE CLASSROOM

This scholarly article delves into the nuanced methodology of teaching the poem as a literary genre within secondary education, focusing specifically on Mikhail Lermontov’s «Mtsyri» for 8th-grade students. It begins with a critical examination of the challenges inherent in teaching syncretic genres, especially the poem, which embodies both lyrical and epic elements, thereby presenting unique interpretative challenges. Through the presentation of detailed educational scenarios, the article proposes a comprehensive approach to enhancing students’ understanding and appreciation of «Mtsyri», underscoring the poem’s thematic depth and stylistic complexity. The suggested methodology encompasses a blend of providing historical-literary context, engaging students’ initial perceptions, and encouraging active co-creation strategies, such as expressive reading and artistic representation, to foster deeper literary analysis and engagement. Moreover, the article advocates for the use of heuristic and problem-based teaching methods to address the genre’s definitional ambiguities and to illuminate the poem’s stylistic nuances and thematic significance within Lermontov’s broader body of work. Through this elaborate pedagogical framework, the paper aims to not only improve literary comprehension among middle-grade students but also to cultivate a nuanced appreciation for the interplay between lyrical and epic narrative forms.

Methods and means of developing the pedagogical skill of teachers of general education disciplines in vocational education institutions

The problem of developing the professionalism of teachers today belongs to the key directions of research in the field of modern pedagogical science. The high quality of teaching in the vocational education system depends on the level of knowledge, pedagogical skill of the teacher, and his/her professional maturity. On the basis of the conducted analysis, it is substantiated that the effectiveness of the development of the pedagogical skill of teachers of general education disciplines of vocational education institutions depends both on the correct definition of goals and content, and on the methods of achieving the goal - teaching methods.
 The purpose of the article is the theoretical justification of the main methods and means of developing the pedagogical skill of teachers of general education disciplines of vocational education institutions.
 The work characterizes the main functions of teaching methods, analyzes their main classifications, examines familiar, traditional methods (lecture method, story, explanation, training exercises, explanatory conversation, discussion, independent work, instruction, etc.), as well as innovative: simulation and game methods, brainstorming method, problem methods, project method, case method, master class, work in pairs, work in groups, consultations, portfolio, method of situational analysis, coaching, tutoring, etc.
 The study revealed that improving the professional skill of teachers of general education disciplines in vocational education institutions is a complex process. The professional skill of a teacher is an individual style, combined with high professional competence, which determines the ability to apply traditional and innovative technologies, to carry out professional activities regardless of the conditions of the social environment and the characteristics of students. That is why explanatory-illustrative, reproductive, and problem-based teaching methods (traditional and innovative) should gradually and purposefully implement cognitive activity, develop and improve professional skills within the framework of formal, non-formal, and informal continuous pedagogical education of teachers of general education disciplines of vocational education institutions

Pedagogical Principles of Teaching Art Disciplines for Future Graphic Designers during Martial Law in Ukraine (on the Example of NACAM)

The purpose of the paper consists in outlining the pedagogical principles of teaching art disciplines for students of higher education majoring in graphic design during martial law (on the example of the National Academy of Culture and Arts Management (NACAM). The research methodology consists in the application of a complex of general scientific methods, among which the main ones are: objectivity, functionality, comparative analysis, explanatory, generalisation, and systematisation. Special methods include a complex of pedagogical methods: organisation of the educational process, problem-based teaching, lecture, research, and creative methods. Scientific novelty of the research. Submitted for the first time pedagogical principles are presented, on the basis of which the author teaches future graphic designers a number of artistic disciplines at NACAM. The research of domestic scholars became the basis for the analysis and generalisation of the selected issues. At the same time, the conceptual apparatus, the legal and regulatory framework were revealed, and the main principles of the lecturer's work in the conditions of martial law in Ukraine. Conclusions. Among the wide range of pedagogical principles of teaching artistic disciplines for future graphic designers during the martial law in Ukraine, we emphasise: safety of the educational process; the responsibility of the student for the thematic choice, their observance of academic and legal principles in creative activity; consistency with civil/public requests; artistic originality in design and projecting and scientific validity in conducting and describing educational research; partnership conditions teacher-acquirer; cultural progress; cross-border education and multiculturalism; professional implementation. Keywords: design, training of graphic designers, pedagogical principles, artistic disciplines, higher education during martial law.

ФОРМУВАННЯ ЕКОЛОГІЧНОЇ СВІДОМОСТІ ШЛЯХОМ БАГАТОСТУПЕНЕВОЇ ЕКОЛОГІЧНОЇ ОСВІТИ

Students who study medicine and the younger generation can become environment conscious through the project "Four elements of nature - harmony in everyday life", developed by the staff of the Department of Medical Biology of I.Horbachevsky Ternopil National Medical University Ministry of Health of Ukraine together with the University of Rzeszow (Poland). The efficiency of formation of personal and professional qualities of a student, the required knowledge, skills and abilities to think rationally and meet modern ecological challenges, ability to actively promote ecological mindset and convey ecological knowledge to younger generations (kids, schoolchildren, students) are studied and analyzed. 
 The article presents a variety of interactive methods and forms of teaching students, which should be used in the formation and education of environmental mindset. The experience gained in the implementation of certain stages of the project is shown, namely: the use of the method of "teaching-learning", the method of questionnaires, the achievements of scientific work and volunteer work of students.
 It was determined that the practical implementation of the tasks and goals of environmental education in educational institutions is based on the principles of the relationship of theoretical knowledge with the practical activities of young people in this field; inclusion of ecological aspects in the structure of subject, special generalizing topics; use of interactive and problem-based teaching methods; a combination of classroom and extracurricular environmental work.

Skole-virksomhedssamarbejde i naturfagene: erfaringer fra et projektbaseret innovativt undervisningsforløb

This paper describes how a school-industry partnership can define and frame problem-based science teaching developed for lower secondary school. Among the identified positive outcomes was that students engaged in working with the authentic problems. Further, the student’s possibilities for building relations with the employees during the course was of central importance e.g. when they received feedback. Challenges reflected that the teachers and students were uncomfortable with the innovative problem-based teaching method and had a curricular-dominated view on science education. This was expressed in their concerns about what they see as indistinct connections between work phases and a lack of scientific content. It is proposed to use pedagogical link-making as a tool to create spatiotemporal coherence for the students and make connection between scientific concepts based on examples from the study. Link-making may be particularly relevant when the complexity of teaching increases as in school-industry partnerships.

Teaching Practice of Accounting Based on Jigsaw Teaching Combined with PBL Teaching Method

This paper, which takes the "Basics of Accounting" course in secondary vocational schools as an example, analyzes the problems in the process of adopting problem-based teaching method(PBL), and then infiltrates a new teaching paradigm-jigsaw teaching method, so that the two supplement and compound each other, reconciling the imperfection of PBL. Jigsaw, as a teaching method, is not only conducive to students' communication, collaboration, critical thinking and leadership skills, but also to rouse students' enthusiasm and initiative in learning.

Research on the Application of PBL Teaching Method in Physics Experiment Teaching

Discuss the method and effect of problem-based teaching method (PBL) in the teaching of physics experiment in junior high school. Method: A total of 92 students in two junior high school classes were selected, and one of them was randomly set as the experimental group (46 students) and the other one was the control group (456 students). The experimental group added PBL teaching on the basis of traditional teaching methods. Methods, the control group was taught according to the traditional teaching method only, and finally the teaching effect of the two groups was compared. Results: The physics performance of the experimental group was significantly higher than that of the traditional teaching group (P<0.05). The students in the experimental group were better than traditional teaching in subjective evaluations such as learning initiative, learning interest, thinking ability training, practical ability, and innovation ability. Conclusion: The PBL teaching model is more adapted to the development of the times, and the effect is better than traditional teaching. It can combine the learning and practical skills of students, and the comprehensive ability can be greatly improved.

The Microfinance Game: Experiencing the dynamics of financial inclusion in developing contexts

Higher education institutions need to play a leading role as drivers of change. In this context, there is a growing trend to develop multidisciplinary approaches to education for sustainable development, and to implement student-centered and problem-based teaching and learning methods to increase student satisfaction and engagement. The method presented here uses an online role-play simulation in which the students represent several stakeholders from the microfinance sector in Uganda, for the overall purpose of increasing financial and social inclusion levels in the country. Several Sustainable Development Goals are addressed from the perspective of interactions between different actors and their specific characteristics, objectives, and interests. This study uses post-simulation data to explore the students’ perceptions about the usefulness of this methodology to foster key cognitive, skill-based, and affective learning outcomes. The implementation of this teaching and learning methodology demonstrated that this active learning method helps students acquire the set of skills and abilities that are expected of graduate students in economics, business, and management, with a special focus on sustainability criteria. Thanks to the methodology in this study, students are able to understand the complexities of the microfinance sector and its potential to tackle poverty and inequality.

Опыт реализации дистанционного обучения в региональных вузах: методический аспект

The purpose of the study is to identify the theoretical, methodological and methodological foundations of the organization of distance learning in the process of training engineers studying at regional universities. The article discusses the main components of the methodological system. The technique of using the didactic potential of practice-oriented and problem-based teaching methods is proposed. Scientific novelty lies in the identification of components and signs of the formation of engineering thinking of bachelors in the context of distance learning. As a result, the pedagogical conditions for the formation of engineering thinking of bachelors in a distance format were revealed.

Formation of creative potential of students-philologists

In the article the authors highlight the results of work with students-philologists when teaching disciplines of pedagogical orientation (methods of teaching Russian at school, methods of speech development, etc.). The novelty of the research is seen in the application of the methodology for the development of students' creative abilities in the classroom at the university by organizing the educational process based on the problem-based teaching method. It is reported that the combination of methods of logical and creative solution of the assigned tasks contributes to the formation of a creative approach in the educational system at the university. The classification of methods of logical and creative mastering of the knowledge system is carried out. It is emphasized that the teacher must create conditions for the development of the student's creative potential by introducing methods of creative cognition into the learning process (the method of brainstorming, the method of constructing definitions of concepts, the method of experiment, the method of modeling, the method of design, the method of conversation / discussion, the method of consultation, the method of reflection). The article presents examples of tasks of creative orientation according to the methodology of teaching Russian language, a methodological commentary on the tasks is given. The authors of the article argue that creative work not only contributes to deepening and expanding the knowledge and capabilities of students, but also has a positive effect on their personal growth, increases cognitive interest in learning in general and helps modern students in socialization and interaction with the team. It is concluded that creative methods of working with students described in the article can be used in teaching university disciplines.

Creating Effective Teaching and Learning in the Classroom through Problem Based Teaching Method (PBTM): Guidance for Accounting Teachers in the Developing Countries

Problem-based teaching method (PBTM), which is one of the student-centered teaching methods, has been found by scholars as an effective teaching method that enhances students’ academic performance and knowledge retention in the teaching and learning of several subjects, including accounting. But, no known study has simplified PBTM processes for use in the classrooms in the teaching and learning of accounting. This seems to have made its application in the teaching and learning of accounting at tertiary and basic/postbasic levels difficult. This study, therefore, has simplified the Problem-based teaching method (PBTM) for use in the teaching and learning of accounting at basic/postbasic and tertiary levels in the education sector in Nigeria. This research study was considered because of the environment where the teaching and learning of accounting usually take place in the nation. The study anchors on Social learning theory, which states that, as learners actively participate in the classroom work through problem-solving, advancement in knowledge occurs. The study concludes that accounting could be taught effectively at any education level in Nigeria using this simplified PBTM to enhance students’ academic performance and knowledge retention.

Использование проектной методики в обучении иностранному языку студентов языковых направлений подготовки

The 2019 coronavirus pandemic had a significant impact on the development of new innovative methods and forms of foreign language teaching that can organize distance or blended learning of a foreign language and continue to develop students’ subcompetencies that are part of a foreign language communicative competence. The project method is one of the problem-based teaching methods aimed at enhancing the speech-thinking activity of students in the process of completing a number of tasks. Its unique characteristic lies in the fact that this method can be used both in classroom and in blended or distance learning. However, despite the fact that in the methodic literature there are many studies devoted to the development of specific methods of foreign language teaching (aspects of language and types of speech activity) through information and communication technologies, the researchers did not come to a consensus on what stages the project methods should include. In our work, based on the analysis of the methodic literature, we identify eight stages of organizing the project work of linguistic university students. These include: 1) goal setting; 2) discussion of technical issues of organizing design work; 3) search, collection and processing of the necessary information on the Internet; 4) work on the project; 5) feedback from the teacher and students; 6) work to improve the draft version of the project; 7) presentation of the project; 8) project evaluation. An analysis of some well-known methodic studies devoted to the organization of project work of pupils and students is given, as well as a detailed description of stages of teaching.

Effectiveness of problem based learning on student’s knowledge construct in I MBBS students - A cross-sectional study

Introduction: Traditional teaching methods aid students to procure subject knowledge content but not knowledge construct. Problem based learning (PBL) is evolving as one of the paramount methods of improving students’ knowledge construct. Objective: To evaluate the effectiveness of Problem based learning as an instructional tool in procurement of content knowledge, critical thinking and problem solving skills in cardiovascular Physiology among I MBBS students. Materials and Methods: Thirty students from I MBBS were randomly selected for the study. They were administered with pre-test, exposed to one hour of problem based teaching and again administered with post-test the next day. Results: There was statistically significant improvement in students’ knowledge construct in cardiovascular physiology following exposure to problem based teaching methods. Conclusion: PBL was found to be an effective instructional tool in development of critical thinking and problem solving skills among medical students. Keywords: Knowledge construct, pre-test, post-test.

THE PROCESS AND TECHNOLOGY OF MASTERING MUSIC: PROBLEM-BASED TEACHING METHODS

THE PROCESS AND TECHNOLOGY OF MASTERING MUSIC: PROBLEM-BASED TEACHING METHODS

Evaluation of integrated modular teaching in Chinese ophthalmology trainee courses

BackgroundBefore attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre, the medical students from Sun Yat-sen University had finished two years of premedical education after the six-year medical courses including basic medical courses, clinical medical courses, clerkship, and research training in medical college. Integrated modular teaching using different problem-based teaching methods in ophthalmology was designed by the teaching steering committee of Zhongshan Ophthalmic Centre. This study aimed to evaluate the effectiveness and satisfaction scales of the integrated modular teaching among the trainee students.MethodsA total of 100 medical students attending ophthalmology trainee courses in Zhongshan Ophthalmic Centre were enrolled and randomly allocated into 4 groups according to the teaching arrangement. The trainee courses consisted of several sessions delivered in multiple methods, such as “flipped classroom” session and team-based learning session. The pre- and post-class tests were delivered to evaluate the effectiveness of the integrated modular teaching. The satisfaction survey questionnaire was collected from all participants to investigate the degree of satisfaction.ResultsCompared with the first-day-test score, the total last-day-test score was significantly improved by a paired t-test (t = 3.288, P = 0.001). Nineteen students obtained a significant improvement in ranking increased by more than 10 in the last-day-test, whereas they failed to obtain a higher average score for daily performance than other students (t = 0.469, P = 0.654). According to the participant satisfaction questionnaires, these innovative teaching methods were considered as effective and satisfactory.ConclusionsIntegrated modular teaching in ophthalmology trainee courses is effective and appreciated by the medical college students.

A Problem-based Curriculum for Algorithmic Programming

Engagement of students plays a crucial part in education, even if they are gifted children. We know a success story: the extracurricular mathematics camps of Lajos Pósa for talented teenagers in Hungary. The key to that success is the excellently engineered network of problems that guide students through discovering the world of higher level mathematics. It would be a novel approach to teach computer programming and algorithms in a similar way. In this paper we attempt to design a network of problems selected specifically for discovery learning of algorithms and data structures from beginner to advanced level, targeted for secondary and high school talented students. This could serve as the curriculum for extra classes or camps conducted with the problem-based teaching method we describe.

Determining the future direction of Curriculum reform process at a Public-Sector University in Saudi Arabia.

Introduction: Educational institutions have recognised the importance of evaluating academic curricula to keep up with dynamic changes in the field of medical education. The college of medicine at King Khalid University has acknowledged this trend and embarked on reviewing its curriculum.
 Objectives: To evaluate the undergraduate medical curriculum using SPICES model of curriculum evaluation as a tool with the view to plan and shape future curriculum reforms at the college of medicine, King Khalid University.
 Methodology: A questionnaire-based survey was conducted eliciting the responses of faculty members and the departmental chairmen regarding the practice of student centred, integrated and non-traditional teaching methods as well as a separate questionnaire for the quality of problem-based learning in practice. The compiled responses from all the respective departments were statistically analysed subsequently.
 Results: An average of 43.5% of student-centred learning (SCL), 41% of Integrated teaching (IT) and 19% of Non-traditional teaching (NTT) is being employed in different departments of the college of medicine.
 Conclusion: The results suggest that the college of medicine is currently carrying out traditional teacher centred, discipline based and information-oriented teaching along with small chunks of student centred, integrated and problem-based teaching methods. Although the problem-based learning is proportionately very small in practice but in general, its quality is better in the clinical departments as compared to the basic sciences departments.
 
 Key words: Curriculum evaluation, curriculum review, medical education, educational strategies

Efekti primene metode učenja putem rešavanja problema u nastavi prirodnih nauka

The aim of this paper was to compare the effectiveness of the problem-based teaching method with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students' performance, which is why understanding, as one of the levels of qualitative aspect of students' performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.

Formation of future doctors’ professional culture

In the ar cle it was analyzed the peculiari es of the forma on of the professional culture of future doctors in the educa onal space of Ukrainian ins tu ons of higher educa on. It was stated that the component of the professional culture of the doctor is a communica ve culture, which involves the forma on of foreign competence of future doctors in teaching the discipline «Foreign language (in professional direc on)». The author focuses on the existence of tradi on of intercultural interac on in the educa onal space of the medical school in Slobozhanshchyna during the imperial era. The ar cle gives examples of the forma on of skills of successful professional speech ac vity in foreign languages at the Imperial Kharkiv University. It has been determined that professionally directed medical foreign language is an integrated subject, which combines the coverage of grammar, vocabulary, spelling and punctua on in general with the classical foreign language, as well as the study of grammar, vocabulary and stylis cs of a medical foreign language. It is noted that professionally directed medical foreign language is also closely connected with the subjects of medical and cultural orienta on. The structural components of the professional foreign language competence of the physician are determined, which include: axiological (mo ves, goals, values), cogni ve (transforma on of foreign language knowledge of different levels in the professional field of ac vity) and ac vity (skills, forms and methods of using foreign language knowledge in professional ac vity). It is noted that the ac vity component of the professional foreign language competence of the physician involves the implementa on of the principles of personal and professional orienta on, coopera on, mul func onality, problem approach, as well as the introduc on of problem-based teaching methods. It has been established that the introduc on into the educa onal process of problem tasks causes the interpreta on and upda ng of professional informa on in foreign language classes, cri cal thinking of medical students. Further research is required in the field of theore cal analysis of the teaching of the discipline “Foreign Language (in professional orienta on)” as a means of introducing innova ve teaching methods and technologies with the aim of forming the competence of future foreign doctors.

Design and Analysis of Project-driven Flipping Classroom Teaching Cases

"Web Design and Production" is a strong practical computer science foundation course. The concept, ideas and techniques of web front-end development have an important impact on the follow-up courses. The paper compares and analyzes the reform in current teaching methods of the course, and proposes a project-driven flipping classroom teaching method, which rationally decomposes and reorganizes the curriculum knowledge system, and divides the curriculum content into several modules. Meanwhile, each module is driven by a project, mixing problem-based teaching methods, task-driven methods and flipping classroom teaching methods. The paper clarifies pre-class, in-class, and after-school tasks. Knowing the project tasks before class, understanding the knowledge and skills needed for the design project, using the micro-curriculum resources to learn and practice knowledge autonomously; detecting the learning effect of knowledge in the class, solving the problems in the self-learning, and apply the learned knowledge to the actual project development by the way of group collaboration in order to promote internalization and application of knowledge, when encountering new problems, teachers not only explain new knowledge to help students continue to implement the project, but also promptly recorded the completion of the project of the group collaboration; After class, teachers summarize questions, build a knowledge system, and guide students to complete extended design of project. In this way, students' practical application ability, project development ability, self-learning ability and creative ability can be improved. This article also provides specific instructional design cases based on the "Web Page Layout and Beautification" module and provides specific teaching design cases.