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11. ASSESSING PROBLEM-BASED LEARNING: A CASE STUDY OF A PHYSICS PROBLEM-BASED LEARNING COURSE

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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.
    Preview · Article · Dec 2010 · Procedia - Social and Behavioral Sciences
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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.
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    ABSTRACT: Most serious games are developed for student use by professional programmers and educational researchers. However, when the target student population are computing science students, then further exploitation of serious games to support learning can be gained through asking the students to develop the serious games themselves. Much work has been undertaken in recent years in the fields of problem-based and other enquiry-based approaches to structure and drive more independent student learning. Generally such approaches involve organising students into teams, and requiring the student teams to solve ‘problems’ over a period of time. Students gain many important ‘soft skills’ such as communication, working with others, and time management. Enquiry-Based Learning (EBL) drives student learning by having them design and develop solutions to complex, non-trivial, real-world problems, that require them to bring together many different aspects of their chosen domain of learning, to solve a task. In recent years such EBL approaches have begun to be used in technical subjects such as engineering and computing science. A computer game is a very appealing deliverable to ask a team of computing students to develop, since they already have a clear idea of what the software system does, and the importance of the user interface. This chapter first reviews several fields of educational and computing research, before describing several case studies in which computing undergraduates were asked (or volunteered) to develop serious games as part of their studies. The chapter aims to form an argument for the benefits to computing students of becoming serious games developers, and attempts to frame that argument with reference to existing research and informal analysis of the case studies described.
    No preview · Chapter · Jan 2011