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Available from: Brian Bowe, Mar 10, 2014
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    • "There has been much interest in the instructional design field around the concept of constructivism (see e.g., Driscoll, 1994; Duffy & Cunningham, 1996; Jonassen, 1991a; Wilson, 1996). Problem-based learning strategies are among the most frequently used constructivist designs approaches (see e.g., Ahlfeldt, Mehta, & Sellnow, 2005; Bowe, 2005; Constantino, 2002; Dahlgren & Dahlgren, 2002; Gossman, Stewart, Jaspers, & Chapman, 2007). Problem-based learning strategies have been used successfully with a variety of learners in a variety of context (see Duffy & Cunningham, 1996) including distance learner (Adelskold, Aleklett, Axelsson, & Blomgren, 1999), higher education (Ahlfeldt et al., 2005), medicine (Albanese & Mitchell, 1993), teacher education (Albion & Gibson, 2000), nursing (Baker, 2000), K-12 settings (Fosnot, 1988), engineering (Jayasuriya & Evans, 2007), doctoral ______________ education (Candela et al., 2009) and economic (Son & VanSickle, 2000). "
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    ABSTRACT: This study was undertaken to assess students’ perception towards implementing an instructional method known as problem-based learing (PBL) in a physics course. Thirty science physics students from the School of Science and Technology (SST), and twenty pre-service science teachers from the School of Education and Social Development (SESD) at the University Malaysia Sabah were involved in this study. The findings in general come up with two themes: communication and sharing knowledge; and help in understanding concepts in Modern Physics/ Physics content knowledge.
    Procedia - Social and Behavioral Sciences 12/2010; 7(7):355-362. DOI:10.1016/j.sbspro.2010.10.048
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    ABSTRACT: This paper outlines ongoing research investigating students’ approaches to quantitative and qualitative problem solving in physics. This is an empirical study, which was conducted using a phenomenographic approach to analyse and interpret data from individual semi-structured interviews with students from introductory physics courses. The result of the study thus far is a preliminary set of hierarchical categories that describe the students’ problem-solving approaches when faced with various physics problems. The findings from the research presented here indicate that many introductory students in higher education do not approach problem solving in a strategic manner and many do not try to link or use their physics knowledge in order to solve problems.