Problem-based Learning Theory Research Articles

Exploration and Practice of Blended Teaching in Western Economics based on PBL Theory

This paper aims to explore the blended teaching practice of Western economics based on Problem-Based Learning (PBL) theory. Firstly, it introduces the core features of PBL theory and its current applications in the field of education. Secondly, it analyzes the problems and challenges existing in traditional Western economics teaching. Then, it proposes the integration of PBL theory with Western economics teaching, designs a blended teaching model based on PBL theory, and validates its effectiveness through case analysis and practical verification. Finally, it summarizes the main points and findings of the research and looks forward to the future development trends of Western economics teaching based on PBL theory.

Enhancing Learning Outcomes and Student Engagement: Integrating E-Learning Innovations into Problem-Based Higher Education

With the rapid development of e-learning in higher education, this study explores the application of the problem-based learning (PBL) learning model in the e-learning ecosystem. This article explores the concept of participatory engagement in the e-learning ecosystem and integrates it with PBL theory through the use of ICT to support interaction and collaboration. The research method used is R&D learning models in the Heavy Equipment Technology course at Universitas Negeri Padang. The research findings should be interpreted cautiously due to limitations such as differences in contexts across various courses and factors related to technology implementation in the learning environment. The study results show that it can improve learning outcomes and students’ critical thinking skills. Specifically, 70% have implemented Bloom’s cognitive taxonomy Level C4 and above, aided by a self-reflection participation process that enables students to reflect on content, learning processes, and understanding through internal dialogue, generating new ideas and solutions. This is evidenced by the results of the Path Coefficients test with P-Value EE → LO 0.050 and PBL → LO 0.046, as well as Specific Indirect Effect EE → SPR → LO 0.003 and PBL → SPE → LO 0.047 where the value is ≤ 0.05. The implications include guidance for designing effective e-learning ecosystems and adaptive learning strategies in higher education. Future research is recommended to further explore the impact of this integration and develop more effective PBL models in diverse courses and other educational institutions.

Soft skills from the perspective of john dewey's problem-based learning for tenth semester psychologists in training at the villa del rosario campus of the university of pamplona

Higher Education Institutions (HEIs) are called upon to develop skills for work and life. That is to say, the formation of values and attitudes for every human being is of great importance for the development and balance between the professional, work, and social spheres. However, at present, higher education students have an education focused on work performance, leaving aside the development or training of soft skills or competences. This research set out to characterize the soft skills of tenth semester psychologists in training at the Villa del Rosario campus of the Universidad de Pamplona using John Dewey's Problem-Based Learning Theory (PBL). It was done under a qualitative, cross-sectional and phenomenological design approach, by means of interviews with psychologists in training and the application of a PBL. It can be concluded that Problem-Based Learning as a learning theory offers education a strategic framework for psychologists in training to develop competencies, as well as hard and soft skills from an experiential perspective. Regarding the latter, the evaluation identifies an imperative need, from this theoretical framework (PBL), to redefine the teaching-learning processes. As well, to promote values and traits that foster, in addition to communication, effective individual and collective relationships in the context in which the psychologist develops.

Пилотный эксперимент по развитию исследовательских умений школьников при обучении математике в условиях инклюзии

Introduction. The implementation of educational programs in a modern school involves the formation of universal educational actions, including those actions that ensure the successful implementation of research activities, the so-called research skills in all categories of students. Unfortunately, there is currently an increasing trend in the number of children and adolescents with disabilities, which actualizes the problem of introducing inclusive education. The potential of mathematics as a school discipline can be used to form and evaluate the research skills of schoolchildren under conditions of inclusion. The purpose of the article is to present the experience of organizing a pilot experiment on the formation of research skills of ninth grade students in teaching mathematics under inclusion conditions and to analyze its results. Research methods. The analysis and generalization of scientific literature on the theory of problem-based learning, on the problems of mathematical training of children with disabilities and the use of interactive teaching methods are applied. Empirical methods were used: questioning of teachers and teachers of mathematics of educational organizations; observation; design of didactic tools to ensure the process of formation of research skills of all categories of students; pilot experiment and analysis of its results. The study involved the experimental ninth grade of school No. 55 in Novokuznetsk, in which there was a student with disorders of the musculoskeletal system (DMS). In the experiment, a binomial criterion was used to process the results. Results. The students of the experimental group were involved in the process of forming research skills, while the key feature of the methodology used is its reliance on a specially developed system of multi-level research open mathematical problems and differentiated educational research with the possibility of their implementation by means of a digital educational environment in online and offline format. A statistically significant positive dynamics of the development of research skills of ninth graders, including a student with disabilities, was revealed: Zem>Zcrit (2.46>1.64). Conclusion. The methodological techniques for the formation of research skills of schoolchildren in teaching mathematics under conditions of inclusion are summarized; the conclusion is made about improving the quality of mathematical education and promising areas for further research.

Analysis of English Education Quality Evaluation and Internationalization Integration Based on Deep Learning

English education is one of the most active research directions in the field of natural language processing. With the gradual implementation of deep learning in various fields, more and more industries have begun to use deep learning to carry out more efficient work. In the field of education, it is also urgent to adopt a more intelligent set of algorithms to relieve the pressure of teachers to correct test papers, and also to increase the fairness of non-subjective evaluations in the process of scoring. Teachers conduct teaching evaluation when the concept of teaching evaluation is not clear; there are defects in learning evaluation goals; there are many problems in the relationship between ability evaluation and knowledge evaluation; in the process of English teaching evaluation, the phenomenon of using summative evaluation instead of procedural evaluation is very serious. Therefore, this subject uses deep learning to study the problem of text line positioning and recognition. At the same time, this subject also builds a text scoring network based on RNN and STLM as a quantitative evaluation index for text line detection and recognition algorithms. We will examine students later. Whether problem-based learning theory can be used to promote deep learning among students to determine whether students’ systematic use of PBL in teaching can promote the use of deep learning in college English courses. Finally, comparing the effects of deep learning and shallow learning, it is concluded that the evaluation of deep English teaching can provide students with more learning opportunities, access to more learning-related materials, and questions are more transparent and are free, which is easy. It is speculated that the purpose of this problem is to facilitate the use of deep learning methods to find meaning types.

ПРОБЛЕМАЛЫҚ ОҚЫТУ ТЕХНОЛОГИЯСЫН ФИЗИКА САБАҒЫНДА ҚОЛДАНУ

Abstract. The current state of pedagogical science is characterized by an active search for new approaches to the organization of the content of education, methods and means of teaching, forms of organization of the educational process. Another group of problems is rellated to the introduction of inovations into mas practice aimed at activating the educational process and arming its graduates with the skills to independently replenish knowledge, develop their cognitive abilities. Today, problem-based learning is understood as the organization of training sessions, which include the creation of problematic situations under the guidance of a teacher and the active independent activity of students in solving them, resulting in the acquisition of professional knowledge, skills, abilities and skills for the development of creative abilities. The article analyzes the structure of problem-based learning, methods of constructing problem situations in physics lessons, the possibility of using problem-based learning. The content of all the basic concepts of the theory of problem-based learning, didactic and psychological foundations of the organization of problem-based learning are proposed and the methodology and technology of problem-based physics teaching are described. The possibilities of problem-based learning in teaching physical phenomena and laws are demonstrated. The approaches to the formation of students' physical thinking based on the laws of logic formation in the process of problem-based physics teaching are revealed. The analysis of the possibilities of using problem-based learning at various stages of the physics lesson is carried out. The place of application of problem-based learning methods in the educational process on various topics, methods of creating problem situations in physics lessons in educational settings are determined. Specific developments of problematic physics lessons from different sections of the physics course are given. The method of conducting classes using the technology of problem-based learning is described. Keywords: problem learning, problem situation, physics, structure of a problem lesson, problem learning in physics lessons, problem situations in physics lessons, methods of problem learning, results of problem learning.

The contribution of execution and workplace interaction to problem-based learning

Problem-based learning (PBL) has been used in business education for roughly two decades, based on the premise that solving unstructured problems provides a better vehicle for managerial learning than traditional lectures. Despite its popularity, critics argue that PBL still does not deliver a realistic managerial experience to students. While PBL introduces the kind of unstructured problems managers encounter in professional practice, it ignores two other essential aspects of management practice: execution of the solutions in real life and close contact with the intricacies of the work environment. Drawing on the case of a bachelor programme that has been incorporating these three elements (unstructured problems, close organisational interaction and execution) into its curriculum over the course of one decade, this study investigates how these adaptions to the original PBL design contribute to PBL's authenticity as a managerial learning experience. Qualitative data obtained from students, alumni, lecturers and partner companies shows that unstructured problems combined with close organisational interaction and execution allow students to: think more strategically, increase students' confidence, fosters self-efficacy, and offer students a clearer professional identity, orienting future career choices. The implications for PBL theory and practice are discussed.

ДИДАКТИЧНІ ОСОБЛИВОСТІ СТРУКТУРИ ТА ОРГАНІЗАЦІЇ УРОКУ ІНТЕГРОВАНОЇ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ

The article examines the current scientific problem - conceptual changes in the system of general secondary education due to integration processes in the basic science of natural sciences. They consist in actualizing the creation in the educational environment of integrated courses of natural sciences, the formation of which is carried out on a new basis. Integration processes by academic disciplines with their specific objects of study, which include elements of different components of disciplines, considered comprehensively and qualitatively. The methodology of teaching natural sciences has accumulated a significant number of problems that need to be addressed. Among them are such as the problem of integration of an extensive system of scientific knowledge, updating of methods, tools and forms of organization of education. As a result of the integration processes in fundamental natural science, integrated natural science courses, the formation of which is carried out on a new basis, again become relevant and in demand in pedagogy. Integrative processes involve the creation of integrated disciplines, which include elements of individual natural components of the disciplines, considered comprehensively and qualitatively. In the context of the implementation of integrated disciplines in the educational process, the study of the lesson as the main form of organization of the educational process and its features becomes relevant. It is established that the results of research by M. Danilov and M. Skatkin on the terminology and content of the concept of "lesson", which is represented by a holistic and complex system that includes the acquisition of knowledge, development of mind and worldview, education of feelings and personal qualities, formation of competencies, evaluative judgments, etc. In addition, the article finds that the structural construction of the lesson resembles a schematic construction of scientific knowledge: initial facts → problem statement → hypothesis → construction of an abstract model → introduction of a system of concepts, laws, principles → theoretical derivation of consequences and their experimental verification. The main form of organization of educational classes of the modern education system continues to be a lesson, both for the usual academic discipline and for the integrated academic discipline. But in accordance with the goals and objectives of the integrated discipline, the lesson of the integrated discipline has its own specifics that determine its structure and content. The article shows the features that determine this specificity. The author points out that the systematic construction of the lesson of integrated academic discipline is based on the theory of problem-based learning M. Makhmutov. Based on this theory, the objectives of the lessons of the integrated course of natural orientation and teaching aids are formulated, which include the following: integrative task, interdisciplinary problem situation, research and experimental projects, complex practice-oriented tasks, educational experiment and more. The article considers these tools and gives practical examples of their implementation. Based on the results of the study, conclusions are made and directions for further research on this topic are proposed. Key words: integrated academic discipline, lesson, organization of educational process, natural science competence, integrated learning.

Effect of Problem-Based Learning and Reasoning Tests on Learners' Critical Thinking Skills Before and After the Educational Intervention in Graduate Students of Basic Sciences

Abstract Background and Objectives: Critical thinking skills are not learned spontaneously. Higher education system should strengthen critical thinking skills of learners by integrating critical thinking skills into educational programs. The aim of this study was to investigate the effect of problem-based learning and reasoning tests on strengthening learners' critical thinking skills before and after the educational intervention in graduate students of basic sciences. Material and Methods: This study is a quasi-experimental study that was conducted in 2020 at Tabriz University of Medical Sciences and Iran. Participants in the study were graduate students in the fields of medical education and Medical Library and Information Science. Problem-based learning theory and application of reasoning tests in the level of critical thinking of learners before and after the educational intervention; the California Critical Thinking Questionnaire was reviewed. Data analysis was performed using Spss 19 software. Statistical methods such as frequency, percentage and mean standard deviation have been used to study descriptive statistics and the significance level of the data has been investigated using nonparametric Wilcoxon test. Results: The level of critical thinking of students in the field of medical education before the educational intervention was moderate (2.92 ± 9.01) and weak in the field of Medical Library and Information Science (6.80 ± 80.95). After the educational intervention, the level of critical thinking of learners in both disciplines has significantly increased. In the field of analysis, the rate of critical thinking in both disciplines was lower than other domains before the intervention, which was higher than the other domains after the educational intervention. Conclusion:The present study showed that designing effective educational interventions in the fields of teaching and assessment methods lead to strengthening learners' critical thinking skills. By using new methods of evaluation and teaching, the education system can produce graduate students with the competency to create new ideas and novel approaches.

Nyelvi tudatosságot fejlesztő pályázat középiskolásoknak

Education of Hungarian as L1 requires an approach and methods that place much greater emphasis on students’ own language experiences. The aim of this article is to present the principles and methodological aspects of a competition that invited secondary school students to submit language diaries. The aim of this competition was to test a model of teaching Hungarian as L1 which focuses on real language problems and is based on the one hand on the theory of problembased learning (PBL) and on the other hand on Language Management Theory (LMT). The competition was motivated by the fact that the method had not been tested before, based on the language experiences and reflections of students in public education.

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

In the present article we analyse the impact of problem-based learning (PBL) on learning and perceptions in first-year students undertaking Engineering in Computer Sciences. The module designed took a number of advanced theories of PBL and its application within the Engineering profession. Mixed methods were used to enable data from qualitative and quantitative instruments to be obtained. A quasi-experimental design was specified, employing non-probabilistic sampling, with a control (N = 40) and experimental group (N = 39). In comparing PBL with traditional methods, the results reveal statistically significant differences in aspects such as academic performance. Teamwork, oral communication, written communication and students’ perceptions of the learning experience were also all favoured. Nonetheless, lack of adequate team dynamics in previous learning experiences and reluctance to change traditional teaching approaches, could compromise the viability of that proposed.

PROFESSIONAL THINKING DEVELOPMENT PROGRAM OF THE FUTURE BORDER GUARD OFFICERS

The article reveals the structure and content of the experimental program for the professional thinking development of the future border guard officers in the professional training system at the higher military educational institution (HMEI). The program consists of three parts: theoretical, practical-developmental and emotional-reflexive ones. It is a complex of purposeful influence of the teacher on the cognitive, needs-motivational, emotional and the operational spheres of the future border guard officers. The program is based on the conceptual provision of the problem-based learning theory as a student activities management by academician Yu. I. Mashbyts. It includes the model which consists of the diagnostic, developmental and effective stages. The teacher’s and cadets’ role is taken into consideration while realizing the “subject-subject” interaction in the professional thinking development process. It is recorded the peculiarities of the professional activities of the border guard officers, the psychological learning mechanisms, the studying motives formation, age, gender and individual characteristics of the cadets based on the psycho-diagnostic testing; the cognitive interests of the learning subjects, orientation of the future border guards as for the tasks understanding process, etc. The program usage is aimed at the mental teaching subjects actions developing while the problem-solving, attention, operational memory and thinking speed in order to acquire the mental operations skills and habits of the professional problem-solving abilities; the neuro-psychological endurance developing and professional vigilance; the expectation state, optimal working and transition psychological states, as well as the other special skills and habits. The experimental verification program results have testified about the rise і n the future border guard officers’ knowledge level, their skills and habits of the professional thinking and mental fulfillment operations in the significant psychological stress conditions. Key words: program, professional thinking development, psychological training, model, future border guard officers. Accepted: 10.06.2020 Reviewed: 25.06.2020 Published: 29.06.2020 DOI: h ttp://doi.org/10.31108/3.2020.4.2. 10

ІННОВАЦІЙНІ ПЕДАГОГІЧНІ ТЕХНОЛОГІЇ ЯК МЕТОД АКТИВІЗАЦІЇ ПІЗНАВАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ У ФАХОВІЙ ПІДГОТОВЦІ

Different approaches to the interpretation of the essence of innovative pedagogical technologies have been highlighted in the article, as well as their influence on the activation of cognitive activity of students as future specialists. It has been analysed that methods of intensification of educational activities are aimed at forming positive motives for learning, stimulate cognitive activity and at the same time contribute to the enrichment of educational information. The implementing of innovative pedagogical technologies in the educational process will increase students' interest in learning, teach them to work independently, be communicative and mobile, adapt to the requirements of modern society. It has been considered that innovative pedagogical technologies are the purposeful, systematic and consistent implementation of innovative methods, techniques, tools that encompass a holistic educational process from determining its purpose to expected results. This is due to the fact that the training system of a future specialist must comply with modern trends in the development of society, its needs. Innovative learning is a learning and educational activity focused on dynamic changes in the world around us, based on the development of various forms of thinking, creative abilities, and high social and adaptive abilities of an individual. In the professional and practical training of future teachers, technologies are being introduced to form their professional competence, among which are: personality-oriented education and training, group educational technology, information technology, project training, problem-based learning theory, interactive technology, creative personality formation technology , game technology theory, specialized training, integrated technologies and others. Technologies contribute to the assimilation of knowledge and skills, the activation and development of mental actions, the system of effective practical sphere, the strengthening of emotionality, the development of a creative nature; independence in decision making; the desire to acquire skills in a relatively short period.

Does Project Children’s University Increase Academic Self-Efficacy in 6th Graders? A Weak Experimental Design

The purpose of this study is to determine whether students’ academic self-efficacy levels increase through a 20 week of education that is based on the problem-based learning theory and transmitted in an inter-disciplinary manner in Project Children’s University. The project aimed to teach students to learn how to learn. Eventually, students will be life-long learners and gain sustainable learning skills. In order to observe the effect of Project Children’s University, academic self-efficacy levels are measured in terms of “self-efficacy in ability”, “context”, and “education quality domains”. Changes in treatment group students’ academic self-efficacy levels are modeled in growth curve modeling framework throughout three waves. Then, they are compared with those of control group students using Welch’s t test. Results have shown that the levels of academic self-efficacy throughout the research have fallen significantly for the treatment group students. In addition, the levels of self-efficacy in ability of the treatment group students were significantly higher than the levels of the control group students. On the other hand, the levels of context of the treatment group students were significantly lower than the levels of the control group students. In conclusion, Project Children’s University has failed to increase students’ academic self-efficacy levels, but entitled them to understand what academic self-efficacy really means, to socialize, to be self-confident students, and to criticize themselves more rationally.

RECOGNITION OF INDICATORS FOR THE DEVELOPMENT OF THE COGNITIVE DIMENSIONS IN TERTIARY EDUCATION

The aim of the research was to find out what factors influence the development of cognitive dimensions in college students. The following factors were considered: field of study, academic achievement in a selected economic subject and abstract visual intellectual level. The reason for doing this research was to increase the quality of teaching economic subjects across bachelor study fields in the conditions of a practically oriented College of Polytechnics, Jihlava in the Czech Republic. Two fields of study were selected - the economic field - Finance and Management (N = 52 students) and the technical field - Applied Computer Science (N = 30 students). Study plans of both fields included the subject Corporate Economy in the first term of studies. Methodological research was based on the theory of problem-based learning. It was built on a test method that was used to gain data to identify the context of variables with the development of cognitive dimensions in the context of an internationally recognized framework for evaluating the success - the Bloom's Taxonomy. Two tests were used to collect the data: (a) a test measuring the abstract visual intellectual level; (b) a non-standardized test to measure students' achievement in the six cognitive dimensions of the Bloom's Taxonomy. The initial knowledge of students was comparable. The data were analyzed by factor analysis, followed by the Spearman and Pearson correlation coefficients. Cognitive dimensions could be grouped into two factors. Factor 1 - Application-Evaluation Dimension that was explained by the dimensions of Knowledge, Application, Evaluation; Factor 2 - Analytical Dimension that was explained by the dimensions of Comprehension, Analysis, Synthesis. The results showed that an individual did not have to be competent in the whole complexity of the Bloom's Taxonomy. The development of cognitive dimensions correlated with the field of study, the economic field was correlated with factor 2 and the technical field with factor 1. The development of cognitive dimensions did not correlate with the abstract-visual intellectual level. Factor 2 weakly negatively correlated with academic achievement in the subject Corporate Economy. This means that students who were successful in developing lower-order cognitive dimensions had a weak analytical orientation in the economic area, and vice versa. The results brought by the research will help improve teaching of economic subjects across the two disciplines, especially with regard to the innovation of learning and teaching strategies with a positive impact on the desired cognitive development of students.

Learning attitudes and problem-solving attitudes for blended problem-based learning

PurposeThe purpose of this paper is to present the design and implementation of a blended problem-based learning (PBL) teaching model and corresponding teaching materials for a university-level bioinformatics course. The effects of this teaching model on student performance in terms of problem solving and learning attitudes were investigated.Design/methodology/approachStudents in both groups completed assessments of problem-solving attitudes and learning attitudes both one week both before and after experimental instruction. Collected data were analyzed using one-way ANCOVA. Group discussions and student interviews were recorded and treated as part of the data analysis.FindingsThe study produced the following findings: the experimental group was found to perform better than the control group in terms of learning attitudes, but the results were not statistically significant; the experimental group was found to outperform the control group in terms of problem-solving attitudes, and the difference was statistically significant; lesson plan contents need to be designed based on problem-based learning theory, and reflect real-world conditions; participants in the experimental group approved of the blended PBL and group discussion approach.Originality/valueResults are expected to provide a useful reference for educators and researchers. These findings can be applied to relevant instructional fields to enhance learner motivation and engagement, thus improving learning outcomes.

PROBLEM-BASED LEARNING IN THE STUDY OF NATURAL SCIENCES

The study analyses the possibility of a problem-based learning in primary education in the area natural sciences. The purpose of primary education is developing of the pupil's personality. One of the most significant ways to achieve the goal of education is problem-based learning. The study reveals the history of the development of problem-based learning, the essence of problem-based learning, the basic concepts of the theory of problem-based learning, stages of implementation of problem-based learning. Problem-based learning involves the organization of autonomous activity of primary school pupils in new problem solving. Problem-based learning as an educational technology is characterized by a system of interconnected stages. The article presents the results of the research identifying the level of development of pupils’ thinking and the quality of knowledge and skills. Moreover, the article describes the series of the lessons of the natural sciences, where problem-based learning is applied. The results of the local pedagogical experiment showed the possibility of a problem-based learning in the development of thinking of primary school pupils. Keywords: problem-based learning, problem solving, educational technology, thinking development, primary education.

수학 문제중심학습(PBL)에서 융합적 사고력 신장 도모에 관한 의의 - 역사 소재를 중심으로-

창의 융합 능력은 교육과정 문서상에 새롭고 의미 있는 아이디어를 다양하고 풍부하게 산출할 수 있는 수학적 과제를 제공하여 학생의 창의적 사고를 촉진시키도록 하는 것이며, 또한 수학과 이외의 타 교과나 실생활의 지식, 기능, 경험을 연결 융합하여 새로운 지식, 기능, 경험을 생성하고 문제를 해결하게 하는 것으로 규정되고 있다(교육부, 2015). 이렇듯, 최근 교육의 변화를 반영하여 수학 지식의 일방적인 전달이 아닌 학습자 스스로 개념을 구성하고 능동적으로 발전시키는 데 초점을 두고 타 교과와의 연계를 통한 문제 상황 및 이로부터의 해결은 PBL(Problem Based Learning)이 이론이 추구하는 목적과 그 역할이 부합한다고 하겠다. 본고에서는 타교과와의 연계를 통한 융합적 사고력 요소 탐색을 위한 기초 연구로서, 역사 교과를 대상으로 수학 PBL의 수업 및 평가 활동을 통하여 수학개념에 관한 이해를 돈독히 하고, 이러한 두 교과의 연계를 통해 도달 가능한 융합적 사고력 요소를 마련하는데 중점을 두고자 한다. 또한, 역사 소재를 활용한 PBL 수업 진행을 위한 문제 및 이의 수업지도안을 마련하여 제시하고자 한다. Mathematics problem based learning(PBL), which has recently attracted much attention, is a teaching and learning method to increase mathematical ability and help learning mathematical concepts and principles through problem solving using students' mathematical prerequisite knowledge. In spite of such a quite attention, it is not easy to apply and practice PBL actually in school mathematics. Furthermore, the recent instructional situations or environments has focused on student's self construction of their learning and its process. Because of this reason, to whom is related to mathematics education including math teachers, investigation and recognition on the degree of students' acquisition of mathematical thinking skills and strategies(for example, inductive and deductive thinking, critical thinking, creative thinking) is an very important work. Thus, developing mathematical thinking skills is one of the most important goals of school mathematics. In particular, recently, connection or integration of one subject and the other subject in school is emphasized, and then mathematics might be one of the most important subjects to have a significant role to connect or integrate with other subjects. While considering the reason is that the ultimate goal of mathematics education is to pursue an enhancement of mathematical thinking ability through the enhancement of problem solving ability, this study aimed to implement basically what is the meaning of the integrated thinking ability in problem based learning theory in Mathematics. In addition, using historical materials, this study was to develop mathematical materials and a sample of a concrete instructional guideline for enhancing integrated thinking ability in problem based learning program.

Ask Not Only ‘What Can Problem-Based Learning Do For Psychology?’ But ‘What Can Psychology Do For Problem-Based Learning?’ A Review of The Relevance of Problem-Based Learning For Psychology Teaching and Research

Problem-based learning (PBL) is an internationally recognised pedagogical approach that is implemented within a number of disciplines. The relevance and uptake of PBL in psychology has to date, however, received very limited attention. The aim of this paper is therefore to review published accounts of how PBL is being used to deliver psychology curricula in higher education and to highlight psychological research that offers practical strategies for PBL theory and practice. The paper is divided into three sections. In the first, we discuss the principles of PBL and provide examples of how it can be used within psychology curricula, alongside a consideration of its advantages and disadvantages. In the second section, we outline the results of a systematic literature review of published examples of PBL used within psychology undergraduate and postgraduate courses. Finally, in the third section, we examine some of the ways in which psychological research can provide practical guidance for PBL teaching practice. We conclude this paper with some recommendations for future research across all these areas, and call for the further development of PBL curricula in psychology higher education course provision.

Investigating the use of Barrows Cards to improve self‐management and reduce healthcare costs in adolescents with blood cancer: a pilot study

To test if the Barrows Cards method improves adherence to immunosuppressive therapy self-management following hematopoietic stem-cell transplantation in adolescents affected by blood cancer and reduce costs. Chronically ill adolescents need to be helped to improve self-management, make sure they can confidently and safely manage therapy at home and reduce readmissions and costs. We identified the Barrows Cards method, originally used to test decision-making skills and critical thinking in medical students. In this pilot study, we tested the efficacy of the Barrows Cards Method in improving adhesion to immunosuppressive therapy in a group of adolescents following hematopoietic stem-cell transplantation and analysed its cost-effectiveness. A mixed-method study. The Barrows Cards method is an educational intervention based on the theory of problem-based learning that uses at least 15 cards specially designed to teach participants how to manage a specific problem. We piloted the Barrows cards method in terms of adherence to immunosuppressive therapy and self-management in a group of 17 adolescents affected by blood cancer before being discharged. Participants were enrolled between 2013-2015. Activity Based Costing was used to analyse the cost-effectiveness. The Barrows Cards method significantly improved adherence to immunosuppressive therapy in blood cancer adolescents and reduced readmissions. We also showed how this method could significantly reduce healthcare costs. Further research is required, but the Barrows Cards method could be effectively used by nurses to improve self-management in chronic patients and reduce health costs.