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The Effects of Problem-Based Learning On Problem Solving
Abstract
Problem-based instruction is designed to provide students with a guided experience in solving an ill-structured problem. All learning in problem-based instruction stems from students initial questions about a problem situation. Currently used in medical school programs, problem-based curriculum has not been tested at the high school level. Science, Society and the Future (SSF) is an experimental problem-based course for gifted high school students. In the interdisciplinary course, students examine the meaning and impact of current science issues (the effect of electromagnetic fields on childhood leukemia, the health care system). In this study, SSF students and a group of comparison students were tested to determine changes in their spontaneous use of problem-solving steps as they consider an ill-structured problem. Results show some significant changes for the SSF group not observed in the comparison group.
... It was first proposed in the 70s in medicine schools with the objective of helping students integrate clinical concepts and the development of analytical abilities and the solution of problems. However, it also called the attention of other sciences, which perceived its capacity for collaborative and constructive learning, through social interactions [11], [12], [13]. ...
... There is no predetermined path for solving the problem, and its resolution is dynamic, allowing students to become accustomed to uncertainty (Qin et al., 1995). The problem serves as a means for students' learning, which they seek to solve in groups, while the teacher assumes the role of facilitator (Gallagher et al., 1995). ...
Problem-Based Learning has been recognized as a fundamental approach in Science Education. Studies show that the success of this approach depends on students’ ability to self-regulate their learning and on teacher feedback. However, research on how these aspects interact in formal science teaching contexts remains limited. This study aims to address this gap by investigating two questions: (1) What self-regulation strategies are used by different student groups when solving a problem related to water hardness? (2) How do different types of teacher feedback influence students’ problem-solving processes? The study involved 27 students and their Physics and Chemistry teacher. Students participated in an activity that required solving a problem related to water hardness. Data were collected through audio recordings, and the content of the transcriptions was analyzed. The results showed connections between self-regulation strategies and teacher feedback during the problem-solving process. Groups with high participation employed diverse self-regulation strategies, successfully solved the problem, and received varied teacher feedback. The group with the lowest participation received the least feedback from the teacher. Future research should focus on examining how different types of teachers’ feedback during specific interventions for less-participative groups influence the development of their self-regulation strategies.
... Asimismo, entiende que dicha técnica favorece el trabajo autónomo y el compromiso con la asignatura estudiada; de ahí que la mayoría recomendaría el ABP a otros docentes del Grado, y repetiría la experiencia. Investigaciones como la realizada hace algunos años por la Faculty of the Illinoir Mathematics and Science Academy y la Chigado Academy of Science (estudio de caso-control) muestran que, el alumnado que aprendió por medio del ABP obtuvo mejores resultados, en lo que a resolución de problemas se refiere, en comparación con el grupo control (Gallagher et al., 1992). Asimismo, estudios más recientes como el desarrollado por Rodríguez Sandoval y colaboradores demuestran que, del alumnado investigado y que hace uso del ABP, el 30% afirma haber aprendido bien mediante esta técnica, y el 60% sostiene haber aprendido muy bien (Rodríguez et al., 2010). ...
Introducción: La educación superior es testigo del aumento de metodologías pedagógicas emergentes, cuyo carácter innovador otorgan protagonismo al alumnado y las tecnologías. Entre estas se encuentra el Aprendizaje Basado en Proyectos y la gamificación. Metodología: Estudio observacional descriptivo transversal, cuya muestra representa una N=303 individuos. Resultados: Participa el total de la muestra (tasa de respuesta del 100%). El 87,4% del total son mujeres. La edad media de la muestra es de 21,5 años. El 69,9% del alumnado está matriculado en el Grado universitario de Trabajo Social, y el 43,5% está adscrito a la Universidad Complutense de Madrid. El 57,7% de los participantes asegura tener un conocimiento bueno sobre la técnica del Aprendizaje Basado en Proyectos. Discusión: El Aprendizaje Basado en Proyectos y la gamificación han demostrado su eficacia. Diversos estudios declaran que su uso favorece la autonomía y destrezas en el alumnado universitario, quien se encuentra muy familiarizado con las tecnologías y la digitalización. Conclusiones: De este estudio se deduce que el alumnado universitario de Trabajo Social y Educación Social presenta una notable apertura a las nuevas técnicas y metodologías de enseñanza. Este considera que el Aprendizaje Basado en Proyectos ponencia el compromiso, permitiendo la adquisición de competencias investigadoras.
... Si bien la definición y estructura del ABR es similar a otras metodologías de aprendizaje activo, tiene ciertas diferencias, por ejemplo, con lo que respecta al aprendizaje basado en problemas (ABP) ambos enfoques comparten la resolución de problemas como elemento central, pero el ABP se enfoca en presentar a los estudiantes casos y situaciones problemáticas para analizar y resolver, mientras que el ABR involucra desafíos más amplios y auténticos que pueden requerir múltiples soluciones (Gallagher et al., 1992); algo similar sucede con el aprendizaje basado en proyectos (ABPy), que, si bien el ABPy también se enfoca en la resolución de problemas y la aplicación práctica de conocimientos, marca su énfasis en la realización de un proyecto específico, mientras que el ABR puede abarcar diversos proyectos y retos a lo largo del proceso educativo (Hung, 2013). ...
La dinámica evolutiva de la actual sociedad requiere de profesionistas ingenie-
riles que sepan resolver problemas reales vinculados con su entorno. Esto pue-
de lograrse cuando se implementa como estrategia de enseñanza el aprendiza-
je basado en retos, puesto que se forma a los estudiantes en una dinámica de
cooperación, donde los conocimientos adquiridos en diferentes asignaturas se
evocan para solucionar diversas problemáticas. En este sentido, el texto expo-
ne los resultados de una investigación cuantitativa de temporalidad transver-
sal, cuyo objetivo fue conocer la satisfacción de 36 estudiantes de Ingeniería
en Computación que recibieron clases en las que se aplicó el método mencio-
nado durante el calendario 2022B, es decir, el ciclo de agosto a diciembre de
2022. Los principales resultados muestran que este fue de beneficio para los
participantes, pues le dio significatividad a su aprendizaje, ya que supieron
cómo y en qué momento aplicar lo que sabían para elaborar soluciones conve-
nientes al reto que se enfrentaron, lo anterior ayudo en que la experiencia
formativa sea replicada en otras asignaturas de la ingeniería, con la finalidad
de que el alumnado desarrolle habilidades que lo hagan competitivo para los
ambientes laborales donde se inserte.
... Some practitioners lament the difficulty of establishing a distinction between various PBL models and "discovery learning" (Bruner, 1990), "intentional learning" (Scardamalia & Bereiter, 1991), "design experiments," (Brown, 1992) or "problembased learning' (Gallagher, Stepien, & Rosenthal, 1992).After all , assigning projects to students is hardly a novel approach and much of the present-day PBL strategy derives from the earlier theoretical ideas and practical insights proposed by Lev Vygotski, Jerome Bruner, Jean Piaget. It is also legitimized by "learning by doing" and John Dewey, a theory streamlined in the project-based learning initiated and developed by William Kilpatrick and by a long history of teachers having long exercised their in-class privilege of asking students to "do projects," or of incorporating "hands-on" activities, like field trips and laboratory investigations. ...
This empirical study presents the tools and conceptual framework that enabled me to plan, implement and deliver a Project Based Learning (PBL) pilot test in my course on Introduction to American Studies, intended for 1st year students majoring in American Studies at Ovidius University, Constanta. The presentation of the PBL project follows a chronological approach to the in-class pedagogical sequence, with a specific focus on the evaluative process, mainly articulated around self-assessing strategies. Self-assessment is construed as essential in creating the premises and helping develop metacognitive processes which are presented and analyzed according to Fink’s taxonomy of significant learning. Most data were collected through personal classroom observations. The observation method was utilized during the planning stage (where students chose teams, selected project topics, asked and answered essential questions, designed project plans, and created project timelines), the implementation stage, and the assessment stage (evaluating both the project results and the learning activities). In addition to observations, a qualitative analysis of students' projects was conducted. The findings from these observations, along with a description of the students' self-assessment exercises are compiled in this study and point to the fact that by employing PBL as a staple in classes, teachers can create a potent learning environment, suitable for engaged learning, growing and shared experiences.
... In collaboration with Belle Wallace and educators in two schools in the UK, we added Thinking Actively in A Social Context (TASC; Wallace et al., 2004;Wallace & Maker, 2007). To make certain that real-world problems were chosen and solved from several perspectives, Problem Based Learning (PBL; Gallagher, 2015;Gallagher & Stepien, 1996;Gallagher et al., 1992;Hmelo-Silver, 2004) was added. To enable educators to recognize and provide opportunities for the development of varied talents, the Prism of Learning was added (Maker & Anuruthwong, 2003;Maker, 2021). ...
In this 21st century context, communities and nations cannot afford to lose the talents of any young people. Shifts in thinking and practices are needed: from one-dimensional definitions to varied talents and 21st century skills of creativity, critical thinking, collaboration, and communication; from identification to assessment; from the goal of eminence to wisdom; from special programs to services in inclusive settings. To substantiate these changes, we analyzed student growth in creative problem solving in mathematics and science, and knowledge structure in an Australian school. Significant gains were made by all students at all levels of performance on three assessments, showing that all students in inclusive classrooms benefitted from the implementation of Maker's (1982) talent development principles. Implementing a teaching model such as Real Engagement in Active Problem Solving (REAPS) and assessment of creative problem solving are recommended. Instruments with no ceilings are needed, especially for assessing growth of high ability learners.
This study explores the feasibility of integrating problem-based learning (PBL) teaching strategy as a curriculum design model utilizing action research and analyzes its impact on pre-service teachers' curriculum design ability. The research found that the gradual presentation of the three examples can help students understand PBL's gifted mathematics curriculum model; the actual curriculum design review and practice can help students gain practical experience. After this course, the students significantly improved their understanding of the PBL teaching method, designed courses for gifted students in mathematics, taught confidence in gifted students, and showed interest in teaching them mathematics. However, students need to be strengthened and improved in learning sheet design and group teaching guidance for exploring problems.
Problem-based learning provides students with an opportunity to grapple with realistic, ill-structured problems using the same kinds of techniques and habits of mind that professionals use. The problem-based curriculum and instruction design puts students in the role of professional problem solvers by designing instruction around the investigation of an ill-structured problem. Teachers act as metacognitive coaches and tutors instead of "experts" who have the "right answer" to the problem. Two different applications of problem-based learning at the Illinois Mathematics and Science Academy are described. A description of research projects underway to document the effectiveness of the program is also provided. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Diverse learners with exceptional needs require a specialized curriculum that will help them to develop, socially and intellectually, in a way that traditional pedagogical practice is unable to fulfill. As educational technologies and theoretical approaches to learning continue to advance, so do the opportunities for exceptional children. Curriculum Development for Gifted Education Programs is a critical scholarly resource that examines the development of coursework for gifted and talented students. Featuring coverage on a broad range of topics, such as constructivism, diversity responsive method, and teacher training, this book is geared towards academicians, researchers, gifted education teachers, supervisors, directors, and administrators.
Despite a steadily increasing recognition that most medical schools in both Britain and the USA now provide inappropriate educational methods for the future needs of their students, there has been little interest or activity in curricular development in most established schools.Most of the problems identified with medical education are neither new nor unique to medicine, and resemble those found in many post-graduate professional schools where academic educational and professional training roles conflict. Included among these mutual problems are curricular overload due to a steady increase in basic scientific knowledge, overemphasis on factual memorisation and recall at the expense of scientific reasoning skills and knowledge utilisation, and a failure to secure integration of basic scientific concepts into clinical practice. A promising solution to many of these criticisms has recently emerged in the form of problem-based learning. This method, designed to encourage learning in a functional context throughout the medical course, is based on small-group tutorials which focus on defined clinical problems. Problem-based learning has now been in continuous use at McMaster University, Canada for over a decade, and has been more recently adopted as the major educational method in several newly established schools throughout the world. To date, however, very few established schools have either considered or adopted the principles of the method.Several barriers to the acceptance of problem-based learning in these established schools seem to be identifiable and include institutional complacency resulting from long standing educational tradition, together with a lack of reward for teachers who develop academic competence in education at the expense of biological research and clinical care.Individual departments may also feel threatened by the method if the integrated learning which it promotes is perceived to reduce the need for independent department-based courses.Faced with such problems, the adoption of concepts such as problem-based learning seem doomed to fail unless both universities and professional regulatory bodies demonstrate their support, and exert influence upon the schools. Administrative strategies for facilitating such change could involve the establishment of academic reward for identifiable educational scholarship in staff, financial support for establishment of educational departments to stimulate and coordinate educational innovation, and a reorientation of the examination system from one in which factual recall predominates to one which more accurately assesses the desired skills, attitudes and knowledge of future doctors.“No human arrangements are free from faults. A strenuous effort to improve and render perfect what already exists constitutes the task of life. Where can such endeavours be more justified or demanded than in dealing with the education of doctors on whose knowledge and ability the health and lives of men are so greatly dependent?˚d (Theodor Puschmann, 1891)
A new Medical Faculty was recently established at the University of Newcastle, New South Wales. The five-year curriculum that it offers has been described as totally integrated, problem-based and community orientated. Student knowledge, understanding and skills are developed through the study of a sequence of clinical problems integrated with appropriate practical and clinical activities. Disciplines contribute material relevant to each problem: they do not offer lecture courses, nor conventional class laboratory exercises, and there is no preclinical/clinical division of the course.Such an innovative curriculum implies different roles for academic staff: it can only be implemented if these changes have their support. This paper outlines the philosophy and its implementation with particular reference to the role of disciplines and individual academics. Evidence is presented indicating that this programme has achieved a considerable measure of staff support.
