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Problem-based learning (PBL)

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... Furthermore, the tasks range in length from a few weeks to a semester, with daily instructional time dedicated to group work (Kurt, 2022). ...
... Furthermore, the expectation was that students use the knowledge acquired during the theoretical instruction in the previous five semesters of studying, in solving the clinical case studies presented in the diagnostic laboratory and presented their presumptive diagnoses for review by academics and supervisors. Figure 1: Difference between traditional learning and problem-based learning (Kurt, 2022) Figure 2: In problem-based inquiry environments, situated cognition, constructivism, social learning, and communities of practice are presumed theories of learning and cognition. These theories are frequently linked because they have comparable concepts concerning the context and process of learning (Orey, 2010). ...
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Work Integrated Learning (WIL) remains an integral part of the Medical Laboratory Science and Medical Technology curriculum. However, the onset of the COVID-19 pandemic necessitated a reconfiguration of operations and practices in institutions of higher education globally. The current, theoretically-based paper reflects on the impact of the COVID-19 pandemic on the instructional offering of Work Integrated Learning. A recount of the lessons of the transitional phase of our pedagogical approach from the traditional instructional method to strategic implementation of Problem Based Learning (PBL) in the (WIL) module is shared, including highlighting the overall long-term implications of remote instruction as an alternative to experiential learning within the Medical Laboratory Science and Medical Technology education.
... Problem-based learning is a teaching method to equip learners with appropriate knowledge of problem-solving [9]. The approach is student-centered [10]. The problem-solving is used to encourage students to learn or solve problems. ...
... This allows students to practice thinking and problem analysis. Solving problems together [10] will help learners gain knowledge, use thinking, and develop problem-solving skills [12]. Learners work at all levels with a teacher acting as a facilitator or advisor (guide). ...
Article
Work in the 21st century places an emphasis on the analytical and problem-solving skills of employees as well as on new adaptability knowledge. Education nowadays needs workers to help develop the skill sets that are necessary for both working and living. This research used synthesis and evaluated formats that would be suitable to the learning model. The problematic base skills together with the gamification concept for strengthening problem-solving skills were utilized with high-level vocational students. The researchers found that the style of learning gained by synthesis emphasizes students’ problem-solving in various situations, stimulating and motivating them by using gamification. It involved learning and solving problems using seven steps in the teaching process including: 1) Problem, 2) Analysis, 3) Discovery, 4) Experiment, 5) Presentation, 6) Quest, and 7) Competition. The researchers also concluded that the evaluation of the suitability of the learning model by nine experts with a focus group process was found to be most appropriate. In addition, it identified learning styles that can be applied to teaching and learning appropriately.
... Case studies are often hypothetical in nature; however, court cases are real-life examples of disputes between parties that apply legal analysis and rules of law. Therefore, court cases are an excellent, yet often underutilized resource for problem-based learning (defined as the use of complex realworld problems for learning, as opposed to direct presentation of facts and concepts) for both business schools and organizations (Kurt, 2020). In the present study, we utilized a recent court case, Whitman v. Interactive Health Solutions (''IHS''), and surveyed employees about their perceptions of workplace wellness programs. ...
Article
Purpose In this paper, we examine the use of court cases as learning tools for organizations, drawing upon a case involving a workplace wellness program. The study measures employee perceptions and provides an insight into employee beliefs about wellness plan programming. Practical insights for organizations wanting to incorporate court cases into organizational learning are provided. Design/methodology/approach This exploratory study was conducted via Amazon Mechanical Turk survey data (n= 396). We asked participants about their levels of trust in employer-sponsored wellness programs, their understanding of wellness program parameters and limitations, and their perceptions of liability by utilizing the 2017 Whitman v. Interactive Health Solutions court case. Findings The results of this study show that, although employees may not fully understand their employer-sponsored wellness programs, they have a high degree of trust in their employers. Additionally, employees have strong beliefs about potential employer and third-party vendor liability when unintended consequences related to wellness plan programming occur. Originality/value This study adds to the small, but growing body of research focused on wellness programming in the workplace. Additionally, by measuring employee perceptions of this court case, we discovered a unique approach to problem-based learning.
... PrBL learning designs in science, technology, engineering, and mathematics (STEM) have resulted in increased attitudes and motivation toward STEM careers in secondary students (LaForce, Nobel, & Blackwell, 2017). Gallagher (2015) and Tan (2009) have make a more direct connection between the features of PrBL and an integrated pedagogy of creativity. In particular, the use of ill-structured problems requires students to pose question, define problems, and consider multiple perspectives. ...
... Būtiskākās caurviju prasmes aprakstītas nodaļā dabaszinātņu apguves kontekstā. (Nilson, 2010); • praktiska, aktīva mācību metode, kuras centrā ir vajadzīgu, reālu problēmu izmeklēšana un atrisināšana (David, 2020); • gan mācību satura komponente, atlasot un veidojot specifiskus piemērus, un attīstot skolēnos kritisko domāšanu, problēmrisināšanas kapacitāti, pašvadīto mācīšanos, gan process, jo skolēni kopē daudz izmantoto sistēmdomāšanu un risina viņiem nozīmīgas, nereti sadzīviskas un reālajā dzīvē balstītas problēmas, t. i., izaicinājumus (Pawson et al., 2006). Problēmrisināšana ir kļuvusi par neatņemamu mūsdienīga mācību procesa sastāvdaļu, jo īpaši svarīga dabaszinātņu apguvei. ...
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Dabaszinātņu mācību metodika ir četru autoru (J.Logins, R.Birziņa, I.Dudareva un G.Kalvāne) veidots e-mācību līdzeklis topošajiem skolotājiem dabaszinātņu mācību metodikas apguvē. To veido četras nodaļas: 1. Dabaszinātņu “daba” dabaszinātņu metodikas skatījumā. 2. Vērtēšana mācību procesā. 3. Caurviju prasmes dabaszinātņu apguvē. 4. Praktiskie darbi dabaszinātņu apguvē bez un ar informācijas tehnoloģiju izmantošanu. Grāmata izstrādāta Latvijas Universitātes Pedagoģijas, psiholoģijas un mākslas fakultātes 2020. gada attīstības projektā “Inovatīvo mācību materiālu izstrāde jaunajām izglītības, pedagoģijas un sporta virziena studiju programmām”.
... O PBL não almeja apenas a solução de um problema. O objetivo deste método é também incluir a aquisição de uma base de conhecimentos integrada e estruturada em torno de problemas da vida real, bem como a promoção de habilidades de trabalho em grupo, aprendizagem autônoma e atitudes tais como cooperação, ética e respeito pela opinião do outro [6]. Além disso, uma metodologia PBL efetiva é fortemente orientada a processos e acompanhada por instrumentos que possam avaliar a sua efetividade. ...
Conference Paper
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The activity of software testing is an area of IT that has grown over the years and that is directly related to the need to produce quality products that meet increasing demands. By focusing on the professionals responsible for quality assurance, as the Engineer of Tests, skills and competence of these need to be developed based on a very critical and detailed view of the problem. In this context, this paper proposes the adoption of PBL (problem-based learning) as a teaching methodology for the professionals training in software testing. To prove the applicability of this proposal, an empirical study was developed with positive results in teaching the discipline of testing. Index Terms  Problem-Based Learning, Software Testing, Training. INTRODUÇÃO A indústria de software atual tem apresentado uma demanda cada vez maior por profissionais capacitados em testes de software, devido à preocupação das empresas em entregar produtos de qualidade para os seus clientes. Neste cenário, as habilidades e competências dos Engenheiros de Testes precisam ser desenvolvidas com base numa visão crítica e detalhada do problema, dentro de um contexto real de mercado. Do ponto de vista acadêmico, geralmente, a formação destes profissionais é baseada na aprendizagem de conceitos e fundamentos, com pouca ênfase no desenvolvimento de habilidades voltadas para a aplicação prática de conceitos e resolução de problemas reais [1]. Neste sentido, a aprendizagem baseada em problemas (PBL) surge como uma possível solução para este desafio, e tem sido aplicada em diferentes áreas de mercado. De acordo com [2], métodos que criam espaços para aprender fazendo, aprender a aprender, trabalhar em equipes autênticas e refletir sobre o aprendizado através de comunicação oral e escrita são especialmente desejados. Em [3], os autores relatam que este método vem se firmando, nas últimas décadas, como uma das mais importantes inovações da educação, tornando-se, em diversos países, um poderoso instrumento para a reflexão e questionamento a cerca da razão de ser, das finalidades da formação profissional e das mudanças que devem ser implementadas. Diante deste contexto, a principal contribuição deste artigo é relatar a experiência da aplicação do método de aprendizagem baseado em problemas em um Programa de Capacitação em Testes de Software (PCTS), direcionado a alunos de graduação (futuros profissionais de testes de software), no qual o aprendizado é motivado por meio de um projeto real. O PCTS foi implementado pelo A aprendizagem baseada em problemas (PBL) é um método de ensino que tem como característica principal um processo que utiliza problemas para iniciar e motivar a aprendizagem de conceitos e promover habilidades e atitudes necessárias a sua solução, diferentemente dos métodos convencionais que colocam um problema de aplicação ao final da apresentação de um conteúdo [4]. Neste modelo, os papéis do aluno e do professor/tutor são diferentes da abordagem tradicional. De acordo com [5], os professores/tutores atuam como direcionadores (técnicos) ajudando os alunos a identificarem um caminho para alcançar o aprendizado necessário para solucionar um problema. Assim, o estudante muda de papel no processo de aprendizagem, passando de receptor passivo para ativo, responsável pelo seu aprendizado. O PBL não almeja apenas a solução de um problema. O objetivo deste método é também incluir a aquisição de uma base de conhecimentos integrada e estruturada em torno de problemas da vida real, bem como a promoção de habilidades de trabalho em grupo, aprendizagem autônoma e
... These ideas assisted with our PBL design method. The use of the multiple steps in the PBL method were those used by Boniface (2011). It was designed as a scientific method and modified for this social studies plan. ...
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Purpose The purpose of this work was to describe and reflect on the worth of the iterative design of a valid teaching method for senior school level social studies classes reliant on PBL methods. Method This descriptive reflection on the implementation of a Problem-Based Learning (PBL) activity involved a small elective class of ten Grade 11 World History students at Selwyn House School (SHS), in the Canadian Province of Quebec. Use of PBL was a five-step process, involving two different classes run concurrently, once with Cohort Group #1 (2017-18) in the spring of 2018, and twice with Cohort Group #2 (2018-19). Results PBL processes evolved through three PBL examples involving twentieth-century historical situations, beginning with World War Two (1939-1945) and concluding with the Cold War (1946-1991). Design features and processes demonstrated enhanced outcomes from student-centered learning. Conclusion The particular methods produced results that were evident in the students' finished products.
... PBL is a student-centered method (Wilkerson & Gijselaers, 1996) that allows students to understand the issues, theories, and principles that underlie the problem (Akın, 2010;Spencer & Jordan, 1999), to think critically, and to turn their knowledge into practice (Crawford, 2011;Savery, 2006) while trying to solve problems. It has also been proven that PBL is an interventionist method in encouraging people to think high, and in collaborative and independent learning in the construction of knowledge (Tan, 2009). ...
... One of the learning models that facilitate students to improve their CTS is the PBL model (Ersoy & Baser, 2014). In addition PBL helps students in achieving educational goals, in problem solving, peer-to-peer collaboration, and lifelong learning (Tan, 2009). ...
... Besides, it is being seen from the syntax implementation of learning that was carried out by teachers and students in very high categories and accordance with the implementation plan of learning. This is supported by Barrows (2009), that case-based learning is designed to develop problem-solving skills and requires activities that involve students in full, fosters students' thinking skill, and it can create independent learning as well as learning in a group. Research by Ilmiyatmi et al., (2019) showed that learning by presenting cases influences the improvement of collaboration skill and enhancement of high-level students' thinking skills. ...
Article
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Human reproduction in biology is included in the category of a topicthat cannot be sensed directly, but is close to the problems in the daily lives of students. It needs to be optimized in classroom learning, one of which is a worksheet based on human reproductive contextual case studies.This study aimed to find out the effect of human reproduction case-based worksheet on interpersonal communication and collaboration skills. The research method used was one hort case study design involving 68 students of Senior High School in Semarang. The data was analyzed by descriptive quantitative method. The results of the analysis showed that both of student's interpersonal communication and collaboration skills were invery high category.The teacher and student showed a positive response to the use of case-based worksheet in human reproduction learning activity. Based on the results of the study, it can be concluded that the human reproduction case-based worksheet improves interpersonal communication and collaboration skills in Senior High School student in Semarang.The teacher can use this contextual case-based worksheet as an alternative in human reproduction teaching and learning to explore, train and familiarize students' collaboration and communication skills that will be beneficial for their live in the future.
... The objective of this method is not only the solution of the problem but the presented problem, that is, the solutions of reports based on the problem and the process used to obtain them [8]. From this point of view, Barrows [9] describes six key characteristics of PBL: ...
Conference Paper
This a Research Full Paper. The requirements of Software Engineering need a learning environment that is not only practical but true to the reality of the market. As a student-centered approach, Problem-Based Learning (PBL) enables students to be collaborative and attitude-oriented during problem-solving. Despite this, PBL has its cultural challenges. Thus, this work intends to better understand how the students learn and behave through student meaningful learning profiles and the Myers Briggs Type Indicator (MBTI). Based on the principle that these students participate or participated in a discipline that used the PBL method and are students of a course in the Computer Science area. In this context, this article proposes a descriptive study to make initial analyses and kick start the research. Based on this study and its early results, we can conclude that learning dimensions require greater stimulation and it was identified an initial relationship between personality profiles and meaningful learning profiles.
... Perbedan skor yang sedikit dengan pertemuan kedua dikarenakan pada pertemuan ini sebagian besar tindakan mengukur indikator elaboratif yang merupakan indikator terbesar. Melihat skor yang tinngi pada tindakan kreatif menunjukkan model PBL terbukti tepat untuk meningkatkan kreativitas siswa karena keterampilan berpikir kreatif akan muncul apabila didukung oleh suasana belajar yang berpusat pada siswa sehingga siswa bebas mengemukakan gagasan-gagasan yang timbul dari dalam dirinya untuk memecahkan suatu pokok permasalahan, selain itu lingkungan belajar mendukung peran aktif siswa pada pembelajaran tersebut (Afriyani, 2014;Tan, 2009). ...
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Penelitian ini bertujuan untuk menyelidiki pengaruh model PBL (Problem-based Learning) terhadap tindakan kreatif dan penguasaan konsep siswa serta kontribusi tindakan kreatif terhadap penguasaan kosep siswa dalam materi larutan penyangga. Penelitian ini menggunakan metode mix method. Subjek penelitian adalah 34 siswa di kelas XI yang diberikan pembelajaran model PBL. Lokasi penelitian dilakukan di salah satu SMA Negri Tasikmalaya. Data dikumpulkan menggunakan Lembar Pesertadidik (LKP), lembar observasi, tes soal pilihan berganda dan angket. Data dianalisis secara deskriptif dan diuji statistik menggunakan IBM SPSS statistik 22. Hasil penelitian menunjukkan terdapat dampak positif model PBL pada tindakan kreatif siswa. Perbedaan signifikan antara rata-rata skor pretest dan posttest penguasaan konsep (p = 0,000) menunjukkan PBL juga memberikan pengaruh positif terhadap penguasaan konsep siswa. Terdapat kontribusi tindakan kreatif sebesar 8,3% pada penguasaan konsep siswa. Siswa menunjukkan ketertarikannya dengan model PBL sehingga membantunya lebih memahami konsep larutan penyangga
... Pendekatan pembelajaran yang memungkinkan siswa lebih aktif belajar dalam memperoleh pengetahuan dan mengembangkan berpikir yaitu melalui penyajian masalah dengan konteks yang relevan (Barrows & Kelson, 2003;Stephen & Gallagher, 2003). Pendekatan pembelajaran inovatif yang dapat diterapkan dalam pembelajaran matematika dalam mengembangkan kemampuan pemahaman matematika siswa yaitu problem solving. ...
Article
Kemampuan penalaran dan koneksi matematis dalam pemecahan masalah matematika merupakan kecakapan penting untuk dikuasai oleh mahasiswa, sehingga mampu menyelesaikan masalah matematika secara bernalar dan mampu untuk mengaitkan antar konsep matematis. Penelitian ini menggunakan pendekatan kualitatif yang bersifat naturalistik, dengan rancangan penelitian tindakan kelas, yang dilaksanakan dalam dua siklus. Subjek penelitian yaitu mahasiswa program studi pendidikan matematika yang menempuh matakuliah fungsi kompleks. Pengambilan data dilakukan dengan observasi, tes, dokumentasi, catatan lapangan. Data dianalisis mulai awal tindakan pembelajaran dan dilakukan refleksi hingga penyusunan laporan, dengan analisis data yaitu kualitatif deskriptif yang meliputi reduksi data, penyajian data, menelaah data dan penarikan kesimpulan (verifikasi). Keabsahan data dengan menggunakan triangulasi. Tujuan penelitian untuk mendiskripsikan kemampuan penalaran dan koneksi matematis dalam pembelajaran matematika dengan problem solving. Hasil penelitian menunjukan bahwa terjadi peningkatan kemampuan penalaran dan koneksi matematis dalam pembelajaran matematika dengan problem solving. Hal ini ditunjukkan oleh data yang diperoleh pada siklus dua yang telah memenuhi kriteria keberhasilan akademik sebesar 83.33%, kemampuan penalaran dengan ketercapaian 80% dan kemampuan koneksi matematis dengan ketercapaian 83.33%.
... The five elements are: Continual Formative Assessment, Clear Learning Goals, Data-Driven Learning Experiences, Authentic Products, and Rich Curriculum. Each of these elements is considered as crucial for promoting student engagement and enhancing student learning (Gallagher, 1997;Kaplan, 2005;Renzulli & Reis, 1985;Tomlinson, 2001;Tomlinson & McTighe, 2006;Wiggins, 1998). ...
... PBL is encouraged by CD-PNU as it encompasses active learning with preset learning objectives [19]. Real life clinical scenarios are used as triggers to motivate learners to take responsibility for their own learning, which ultimately improves their self-confidence and abilities in practically dealing with those situations in future [20]. The Head and Neck Anatomy course was designed to incorporate both the teacher centered and student-centered pedagogies. ...
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Background Knowledge and self-confidence are two critical determinants of future success of dental students. The present pilot study was conducted with an objective to simultaneously assess both knowledge and confidence gained by dental undergraduate students in the Head and Neck Anatomy course by employing didactic lecture-based and problem-based learning methods. Methods A paper-based assessment tool comprising of 30 Multiple choice questions to assess knowledge, followed by a Likert’s scale to assess students’ confidence to answer the given knowledge question was designed. This tool was used in a cohort of first year dental students before the commencement of Head and Neck Anatomy course (Pre-course), immediately after the completion of Head and Neck Anatomy course (Post-course), and again in third year before the same cohort entered their clinical courses (Pre-clinics). The difference in students’ knowledge and confidence through both pedagogies was evaluated by Paired ‘t’ test. Pearson correlation analysis was done to determine the correlation between knowledge scores and self-reported confidence. Results A statistically significant increase (p < 0.05) was noted in the mean knowledge and confidence scores in the post-course evaluation, through both didactic lecture-based and problem-based learning methods. On the other hand, a significant decrease (p < 0.05) in the mean knowledge and confidence scores of didactic lecture-based items in comparison to problem-based items was noted in the pre-clinics evaluation.. The post-course evaluation results yielded a Pearson correlation coefficient of r = 0.514, p = 0.002 for lecture-based items and r = 0.495, p = 0.003 for problem-based items, denoting a positive moderate correlation between the knowledge and confidence scores for both lecture-based and problem-based methods. Conclusion A significant improvement in both knowledge and self-reported confidence demonstrated at the end of Head and Neck Anatomy course proves both didactic lectures and problem-based learning methods to be equally effective in a hybrid dentistry program in the short term. However, the non-significant reduction in the pre-clinics knowledge and confidence scores among the PBL lessons proves it to be a potent learning tool for long term retention of knowledge, and sustainability of confidence.
... Penelitian Hasrul Bakri (2009), menyatakan bahwa PBL mampu meningkatkan minat belajar praktek menggulung trafo. Hasil penelitian Oon-Seng Tan (2008) menyatakan PBL dapat mengantar-kan siswa untuk menyelesaikan permasalahan hidup melalui proses menemukan, belajar dan berpikir secara independen . Melihat karakteristik dari PBL, model pembelajaran tersebut sesuai jika diterapkan pada pembelajaran materi perbaikan dan setting ulang PC. ...
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Penelitian ini bertujuan untuk meningkatkan keterampilan berpikir kritis dan hasil belajar siswa Sekolah Menengah Kejuruan (SMK) kelas X Teknik Komputer Jaringan (TKJ) dalam pembelajaran Perbaikan dan Setting Ulang PC melalui penerapan model Problem-Based Learning (PBL). Penelitian ini adalah penelitian tindakan kelas. Subjek penelitian adalah siswa kelas X kompetensi keahlian TKJ. Pengumpulan data menggunakan metode observasi dengan instrumen checklist dan tes unjuk kerja. Data yang diperoleh dianalisis secara deskriptif. Hasil penelitian menunjukkan sebagai berikut: (a) penerapan model PBL dalam pembelajaran materi perbaikan dan setting ulang PC dapat meningkatkan keterampilan berpikir kritis siswa dalam pembelajaran yaitu sebesar 24,2%, (b) Keterampilan berpikir kritis siswa setelah penerapan PBL yaitu siswa dengan kategori keterampilan berpikir kritis sangat tinggi sebanyak 20 siswa (69%), kategori tinggi sebanyak 7 siswa (24,2%), kategori rendah sebanyak 2 siswa (6,9%) dan kategori sangat rendah yaitu sebanyak 0 siswa (0%), (c) penerapan PBL dapat meningkatkan hasil belajar siswa sebesar 31,03%, dan (d) Hasil belajar siswa setelah penerapan PBL yakni jumlah siswa yang mencapai KKM sebanyak 29 siswa (100%). THE APPLICATION OF THE PROBLEM-BASED LEARNING MODEL TO IMPROVE THE STUDENTS CRITICAL THINKING SKILLS AND LEARNING OUTCOMESAbstractThis study aims to improve the critical thinking skills and learning outcomes of Grade X students of Network Computer Engineering (NCE) of vocational high schools (VHSs) in the learning of PC repair and re-setting through the application of the Problem-Based Learning (PBL) model. This was a classroom action research. The study involve Grade X students of the NCE expertise competency as the research subjects. The data were collected through observation with a checklist instrument and a performance test. They were descriptively analyzed. The results of the study show that: (a) the application of the PBL model is capable of improving the students’ critical thinking skills in the learning of PC repair and re-setting at 24.2%,(b) the students’ critical thinking skills in the learning of PC repair and re-setting after the application of the PBL model is categories of critical thinking skills is very high as 20 students (69%), high categories as 7 students (24.2%), low categories as 2 student (6.9%) and very low categories as 0 student (0%), (c) the application of PBL model is capable of improving the the students’ learning outcomes in the learning of PC repair and re-setting at 31.03%, and (d) the students’ learning outcomes after the application of the PBL model namely the number of students who reach the KKM as much as 29 students (100%).
... PBL Problem-based learning was first developed for use in medical schools, and was later adapted for use in elementary and secondary schools. The purpose was to change the structure of curriculum and instruction through (a) having an ill-structured problem as a unit of study, (b) requiring students to solve the problem from multiple perspectives, and (c) focusing instruction on metacognition and self-reflection (Gallagher, 2009). Each of these elements was tailored to develop specific knowledge, skills, and dispositions while ensuring students learned required content (Hmelo-Silver, Duncan, & Chin, 2007). ...
... His findings remained unchanged when revisited in 1992 (Kunkel, Chapa, Patterson, & Walling, 1992) and again by Delisle (1994). Failure to deliver equitable problem-based education to gifted students was referred to by Gallagher (2017) that went beyond academic deprivation to be a civil rights issue. Cross, Coleman and Terhaar-Yonkers (2014) advised that more contemporary empirical evidence might drive policy and reduce barriers created by rigid structuring, shifting priorities, and a resistance from adolescents to be identified as gifted. ...
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Gifted students possess potential for advanced intellect that accelerates learning from an early age. By adolescence, a knowledge gap emerges between gifted adolescents and their peers, which presents challenges that potentially influence wellbeing. This research reports a case study of a compaction intervention program. It draws on data from six consecutive middle years cohorts to explore student wellbeing. The two-phase study used archives to inform retrospective interviews. Evidence revealed value in using a balanced approach to address student needs. Influences on wellbeing highlighted the necessity for systemic support beyond gifted program interventions. A Health Promoting school framework (WHO, 2013) was recommended to improve sustainability and outcomes.
... Mungkin tidak mudah menerapkan kedua model pembelajaran tersebut dengan standar alokasi waktu perjam 45 -50 menit seperti lazimnya, namun hal itu dapat diupayakan dengan alternatif penjadwalan kegiatan belajar yang direncanakan dengan sebaik-baiknya. Woods (2014) menyatakan bahwa pembelajaran berbasis proyek dan pembelajaran berbasis masalah pada akhirnya memerlukan perubahan dalam peran guru dari menjadi 'sumber pengetahuan' menjadi pelatih dan fasilitator untuk memperoleh pengetahuan. Bagi sebagian guru, mungkin menimbulkan ketidaknyamanan dengan adanya pergeseran dari pembelajaran yang berpusat pada guru menjadi pembelajaran yang berpusat pada siswa. ...
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Abstrak: Saat ini perubahan teknologi dan akibat yang ditimbulkannya sangat cepat, dan untuk menghadapinya diperlukan tenaga-tenaga yang terampil di bidang pemecahan masalah yang kompleks, berpikir kritis dan kreatif, dengan mental self-driving, self-power, yang dikenal dengan keterampilan abad ke-21; serta tetap berperilaku baik dan berpegang teguh pada agamanya. Pembelajaran harus secara eksplisit melatihkan berbagai keterampilan tersebut, disertai dengan strategi penilaian yang tepat. Pada tulisan ini dipaparkan secara singkat tentang keterampilan abad ke-21, pembelajaran keterampilan abad ke-21 dan model yang disarankan, penilaian keterampilan abad ke-21 dan strategi asesmennya, serta berbagai contoh rubrik yang dapat digunakan untuk mengases keterampilan abad ke-21. "Ajarilah anak-anakmu sesuai dengan zamannya, karena mereka hidup di zaman mereka, bukan pada zamanmu. Sesungguhnya mereka diciptakan untuk zamannya, sedangkan kalian diciptakan untuk zaman kalian" PENDAHULUAN Barangkali kita pernah mendengar atau membaca quote tersebut dari Sahabat Rasulullah, Ali Bin Abi Thalib. Ketika zaman berubah, tentu tantangannya pun berubah. Perubahan zaman inipun berdampak pada perubahan cara kita mendidik, agar dapat mempersiapkan anak-anak untuk siap menghadapi tuntutan zamannya. Namun demikian, perubahan tersebut tidak boleh lepas dari kontrol agama. Inilah pekerjaan besar bagi kita para pendidik Mari sejenak kita renungkan, pekerjaan apa yang sekarang ada, dan pekerjaan tersebut belum ada pada 10-20 tahun lalu …. Saat ini teknologi telah mulai menggantikan tenaga manusia, dan terdapat pekerjaan-pekerjaan yang membuat kita menjadi lebih manusiawi; semisal kuli angkut pelabuhan kini diganti oleh crane dan forklift, tukang panggul di supermarket diganti oleh penjaga control room, ada robot untuk pemadam api, dan lain-lain. Teller bank, telah 85% (atau bahkan lebih) telah digantikan ATM. Kasir di beberapa negara telah menyediakan mesin khusus untuk layanan mandiri para pembelinya). Resepsionis (tugas menerima panggilan telepon) saat ini sudah mulai dikerjakan oleh mesin penjawab atau virtual receptionist dan bahkan di negara dengan teknologi maju seperti Jepang, peran resepsionis ada yang sudah digantikan robot. Tukang pos, sebagian layanannya tergantikan telepon genggam dan internet. Agen perjalanan, tergantikan oleh kemudahan pemesanan tiket yang dapat dilakukan sendiri melalui situs maskapai yang ingin digunakan. Juru ketik,
... Team work is an inseparable part of problem-based learning (Azer, 2008). It usually takes place throughout the learning process in parallel to individual work. ...
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The transformation in teacher training today is a widely analysed issue in the field of higher education. The search for educational strategies allowing to develop competences important to a future teacher, to be constantly learning, to be able to collaborate in a team, to analyse and solve authentic problems, to construct one’s knowledge is gaining bigger and bigger relevance. It has been noticed that problem-based learning is one of attractive strategies responding to many challenges that higher education studies of today are facing. The aim of the present research is to reveal the opportunities and experiences of social construction of knowledge in future teachers in problem-based learning teams. The problem question is how do future teachers socially construct knowledge in problem-based learning teams? The methods of the analysis of scientific literature and interview have been used. Using the method of the analysis of scientific literature, the importance of social construction of knowledge in teacher training and opportunities for activity of future teachers in terms of knowledge construction in problem-based learning teams have been revealed. Interview with future teachers has highlighted students’ various experiences in problem-based learning teams. There future teachers were learning to critically evaluate their own and their colleagues’ ideas from various aspects. The development of the abilities to analyse and solve authentic problem-based situations the teachers will face in future every day has been emphasized. The dynamics of teamwork manifesting itself in problem-based learning has allowed future teachers to reflect on the progress of their knowing how to learn and share.
... Thus, PBL enables complementary development of multiple generic and subject-specific competencies. Additionally, in the problem-based approach, complex and real world problems are used to motivate students to identify and research the concepts and principles they need to know to work through those problems (Duch et al., 2001). While in traditional classes, students lack motivation because classes and their projects are organized using subject-specific tasks. ...
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The rapid development of new technologies requires a new set of skills from all users in operating, using, and maintaining digitised environments. Curriculum design in the field of Information and Communication Technologies (ICT) undergoes a rapid change as technological achievements do influence education. The aim of the article was to present research results on the mappings of learning outcomes to taxonomies to evolve from requirement-based assessment to competency-based assessment. The research was carried out on the problem-based learning (PBL) module. The article presents a novel PBL model design with activities and evaluation schema. The developed model could be used to guide the curricula design of information technologies for generic competencies, and to foster skills essential for the future ICT sector.
... The research results are accordance to previous findings that through problem solving can increase concept mastery (Duch, Groh, & Allen, 2001;Akinoglu & Tandogan, 2007). Giving the problem will raise the students's curiosity and motivation to solve the problem so their concept mastery will increase as well (Fogarty, 1997). ...
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This research aimed to improve studentss cognition and metacognition through kinematics and dynamics of particle experiment assissted by video recording and tracker software analysis. The research used problem solving learning model which developed using R & D method with 4-D steps, they are define, design, develop, and disseminate. The research involved 86 physics education students academic year 2013/2014 at one of the universities in Medan. The research method is quasi-experimental using randomized control group pretest-posttest design. The experimental class used problem solving learning model assisted by video recording and the control class used direct learning model. The cognition data were collected using multiple-choice test and meta-cognition data were collected using essay test. The studentss cognition and metacognition improvement characterized by the normalized gain score. The research result show that the use of video recording and tracker software analysis was improve the students cognition and metacognition in Kinematics and Dynamics topic in moderate category.
... For that, for example, practical exercises are developed as independent small-scale research projects ( Mahura et al. 2012). Such approach is problem-based learning (Duch et al. 2001). The schools were organized in 2008, 2011 and 2014 in Zelenogorsk, Russia (led by NordForsk NetFAM; netfam.fmi. ...
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The Pan-Eurasian Experiment (PEEX) program was initiated as a bottom-up approach by the researchers coming from Finland and Russia in October 2012. The PEEX China kick off meeting was held in November 2013. During its five years in operation, the program has established a governance structure and delivered a science plan for the Northern Eurasian region. PEEX has also introduced a concept design for a modelling platform and ground-based in situ observation systems for detecting land-atmosphere and ocean-atmosphere interactions. Today, PEEX has an extensive researcher’s network representing research communities coming from the Nordic countries, Russia and China. PEEX is currently carrying out its research activities on a project basis, but is looking for more coordinated funding bases, especially in Russia and in China. The near-future challenge in implementing the PEEX research agenda is to achieve a successful integration and identification of the methodological approaches of the socio-economic research to environmental sciences. Here we give insight into these issues and provide an overview on the main tasks for the upcoming years. © 2018, Lomonosov Moscow State University. All rights reserved.
... Problem-based learning can be described as a composite of inquiry-based learning and context-based learning, wherein students are given control to investigate a scenario that has been contextualised to the real-world before all appropriate content has been delivered to them (Duch, Groh, & Allen, 2001). As such, the benefits of both inquiry-based learning and context-based learning are achieved, with students reporting high levels of engagement whilst developing a wide range of scientific and transferable skills (Ram, 1999). ...
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Many examples exist in the chemical education literature of individual experiments, whole courses or even entire year levels that have been completely renewed under the tenets of context-based, inquiry-based or problem-based learning. The benefits of these changes are well documented and include higher student engagement, broader skill development and better perceived preparation for the workforce. However, no examples appear to have been repprted in which an entire school’s teaching laboratory programme has been significantly redesigned with these concepts in mind. Transforming Laboratory Learning (TLL) is a programme at Monash University that sought to incorporate industry inspired context-based, inquiry-based and problem-based learning into all the laboratory components of the School of Chemistry. One of the ways in which the effect of the programme was evaluated was through the use of an exit survey delivered to students at the completion of seven experiments that existed before the TLL programme as well as seven that were generated directly by the TLL programme. The survey consisted of 27 closed questions alongside three open questions. Overall, students found the new experiments more challenging but recognised that they were more contextualised and that they allowed students to make decisions. The students noted the lack of detailed guidance in the new laboratory manuals but raised the challenge, context and opportunity to undertake experimental design as reasons for enjoying the new experiments. Students’ perceptions of their skill development shifted to reflect skills associated with experimental design when undertaking the more investigation driven experiments. These results are consistent with other literature and indicate the large scale potential success of the TLL programme, which is potentially developing graduates who are better prepared for the modern workforce.
... Keterampilan menyelesaikan masalah kompleks dapat dimunculkan pada mahasiswa dengan menerapkan pembelajaran berbasis masalah ( Duch, Groh, & Allen, 2001). Tujuan pembelajaran berbasis masalah adalah untuk membantu mahasiswa membangun (1) pengetahuan yang fleksibel, (2) keterampilan pemecahan masalah yang efektif, (3) keterampilan SDL, (4) keterampilan kolaboratif yang efektif, dan (5) motivasi intrinsik ( Hmelo-Silver, 2004). ...
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Chapter
This overview chapter provides an introduction to instructional theories, strategies, and technologies that can guide teachers new to teaching mathematics (both content and methods) online in a formal online classroom setting. We begin by discussing different types of online learning environments, including synchronous, asynchronous, bichronous, and HyFlex environments. We then focus on different theories, such as cognitive apprenticeship, individualized/personalized instruction, social learning, and inquiry-based mathematics education theories. After that, we focus on some common technologies and strategies, such as think/pair/share, student groups, whiteboards, discussion boards, and more that someone new to teaching mathematics teachers online may use to engage learners.KeywordsOnline learningMathematicsInstructional theoryPedagogyTechnologyLearning strategiesLearning environmentsCognitive apprenticeshipPersonalized learningSocial learningInquiry-based learningProblem-based learningCommunities of practiceSituated learningSituated cognition
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The aim of this research is to find out which learning setting »direct instruction« or »pro-ductive failure« is more effective in Problem-based Learning (PBL). To answer this re-search question, an online experiment was conducted and analysed by using statistical methods. A digital escape game on the topic of »Copyright & OER« was used as a prob-lem-based task. Effectiveness was determined by cognitive load, self-efficacy and a final test. The data analysis indicates that the classic learning method »direct instruction«, in which an instruction phase is followed by a problem-solving phase, is more effective.
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This article discusses the application of the problem based learning model in history learning in the XI IPS class at SMA Erlangga Pematangsiantar, as well as its influence on students' historical learning outcomes. The research method used is classroom action research conducted with 2 cycles. Data collection uses observation sheet instruments, interviews, written tests, field notes, and student worksheets. The results showed that the application of the problem based learning model in historical learning was able to improve student learning outcomes. This is indicated by the value obtained by students in each cycle. In the first cycle, the average value of student activity reached 71, while the learning outcomes got an average value of 69. In the second cycle, the average value of the activity and student learning outcomes increased. The average value of activity reaches 75, while the average value of learning outcomes reaches 80.
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Chapter
Over the past years, there has been a growing interest in using social media in every area of education whether undergraduate, postgraduate or continuous medical education. As of March 2018, “Alexa Internet” identified YouTube and Facebook as the second and third most popular websites on the Internet. The YouTube educational value has been epitomized by the establishment of YouTube Education. When applied to medical education, social media as well as YouTube are seen to hold remarkable potential to help both medical educators/healthcare professionals and students to enter this new technology era, enhancing their teaching–learning experiences through customization, personalization and opportunities for networking and collaboration. Given the relative easiness of producing and uploading videos on YouTube and social media as well as its free content, it has become a pool of a huge quantity of educational videos in different specialties uploaded by students and teachers. The purpose of this chapter is to introduce theoretical aspects of using social media and YouTube in education and explore the effectiveness and utility of YouTube as an educational resource across the medical education continuum and its potential impact on the learning process and how these new tools are currently being employed for medical education. It will expand to discuss how to create your videos and the art of optimizing your educational video.
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This article examines the historical development of electronic and digital technologies used in education, and their application in language teaching and learning. Successes and challenges which have been involved in the integration of new technologies for language instruction are discussed, and issues arising from the adoption of current and emerging learning technologies are also considered within the context of increasing global plurilingualism. Key words: educational technology; technology-enhanced language learning (TELL); computer-aided language learning (CALL); mobile-assisted language learning (MALL); second/foreign language education (L2/FL)
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This book provides an overview of five categories of assessments namely peer and self-assessment, group-based assessment, performance-based assessment, portfolio and technology-based assessment. It also documents academic works, in the form of short case studies, in researching and practicing alternative assessments in their unique contexts to provide readers with ease of access and better understanding on application of alternative and innovative assessment. It is hoped that this book will spark interest and ideas that will inspire us to explore various innovative ways of assessing our students and will provide an excellent start to catalyse holistic assessment in our teaching and learning practices. Keywords: Educational Technology, Peer Assessment, Higher Education, Formative Assessment, Instructional Technology, Assessment in Higher Education, Online Learning, Learning And Teaching In Higher Education, E-Portfolios, Blended learning in higher education, Academic Performance, and Teaching and Learning In Adult and Higher Education
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The study is a follow-up on rubric-based assessment of level of attainment of Student Outcomes (SOs) in Environmental Engineering undergraduate education by the senior-year Graduation Design Project (GDP): the focal points are the process of and results from incorporation of additional assessment tools and implementation of “Performance Indicator (PI)-breakdown” to continue improving the SO Assessment and Evaluation (A&E) process. For several consecutive cycles, A&E to define attainment level of total of seven SOs by the GDP gave results below the set thresholds for some of them (SO1, 5, 8), which indicated a discrepancy and a need for improvement in the assessment tools and processes. Accordingly, two remedial actions were undertaken to meet those needs and the SOs were re-assessed. Results of the previous and improved SO A&E process revealed a clear progress in SO attainment addressed by the GDP, from 2014–15 to 2015–16, upon choice and addition of other tools. Yet, those still gave a general sense of deficiencies at SO-level. Therefore, some additional tools were added and the “PI-breakdown”-based approach was implemented. Those informative results are combined successfully with the formerly improved SO A&E process, facilitating attainment of more realistic results and further fine tuning of the SO A&E process.
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