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Stimulating pre-service teacher academic achievement through problembased learning (PBL)
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... As an educational method, PBL has been gaining ground and many studies point out several advantages: student satisfaction [28], ability to integrate new information into previous knowledge [29], a greater ability to transfer concepts to new problems [30], better results [31], development of various general skills [32], increasing student attitudes and interest in a STEM career [33], providing more opportunities for students' collaboration, and, thus, promoting higher-order thinking skills [5] and enhancing student achievement [34], among others. In broader studies, literature reviews and meta-analyses reported positive reactions to the methodology [35], gains in attitudes [36], and retention of knowledge for longer periods of time compared to the traditional methodology [37], increasing articulation compared to other active learning strategies [20], but not always better academic results [38]. ...
We aimed to contribute to a shift in higher education teaching and learning methods by considering problem-based learning (PBL) as an approach capable of positively affecting students from a geology and environment (GE) curricular unit. In a convenience sample from a Portuguese public university, two groups of students were defined: (1) an experimental group (n = 16), to which an intervention program (IP) based on PBL was applied, and (2) a comparison group (n = 17), subjected to the traditional teaching approach. For nine weeks, students subject to the IP faced four problem scenarios about different themes. A triangulation of methods was chosen. The study involved two phases: (1) qualitative (sustained on content analysis of driving questions raised by students, registered in a monitoring sheet) and (2) quantitative (quasi-experimental study, based on data from a prior and post-test knowledge assessment). The qualitative results point to the development of more complex cognitive-level questioning skills after increasing familiarity with PBL. The data obtained in the quantitative study, which included both a “within-subjects” and a “between-subjects” design, show higher benefits in the experimental group, documenting gains in terms of scientific knowledge when using the PBL methodology.
... Tenreiro-Vieira e Vieira (2000) defendem que "face ao progresso atual, a grande maioria dos conhecimentos válidos hoje estarão obsoletos num curto intervalo de tempo" (p.14). Urge, tal como Zabit et al. (2016) sublinham, ser menos dependentes do tipo de instrução "one size fits all" (p.31), tendo presente que o objetivo da educação é o desenvolvimento holístico do estudante (Baxter Magolda, 2001). Prosseguindo nesta linha de pensamento, os autores Marope, Griffin e Gallagher (2017), afirmam que, ao contrário do que ocorre numa mera transmissão de um conteúdo curricular, o desenvolvimento de competências implica algo mais vasto que tem de ser apropriado pelo estudante. ...
This study aims to describe STEM-based Student Worksheets, which facilitate the development of critical and creative thinking skills. Another aim is to test the level of readability, feasibility, and describe the improvement of critical and creative thinking skills after the Student Worksheet is applied. This research uses Research and Development (R&D) method as well as one-group pretest-posttest design. As research subjects were ten high schools in the city of Semarang. The results of the feasibility test indicate the criteria are suitable for learning by obtaining an average of 88.96% which means it is very feasible. In addition, the readability test showed that the worksheets were easily understood with an average of 91.66% and an analysis of improvement in critical and creative thinking skills was found to have high average criteria.
Based on the needs analysis conducted in Banyuwangi district, metacognition skills are less empowered by students in learning. One of learning model combined and potentially empowering metacognition skills is the RDSE learning model (Reading, Discussing, Searching, and Experimenting). The purpose of this research is to know the effectiveness of RDSE learning model on metacognition skills. The RDSE learning model consists of four stages: 1) Reading, 2) Discussing, 3) Searching, and 4) Experimenting is expected to empower metacognition skills. The population of this study was the tenth grade students of State Senior High School Muncar Banyuwangi in the 2016/2017 academic year. The metacognition skill was measured through metacognitive awareness inventory (MAI). Data analysis was used quantitative descriptive. The data were analyzed by using Normalized gain (g). The results show that RDSE learning model can empowering metacognition skill. The effective RDSE learning model empowering metacognition skills value Normalized gain (g) 0,72 (high).
Todays, higher education emphasizes the importance of student centered learning. Further the aim of nursing education should be on the process of thinking and involve being proactive, collaborative and quality oriented. Cooperative learning is an approach to the aim of student-centered activities towards the attainment of the outcomes-based environment as required by accrediting and certifying bodies and agencies of higher education. Cooperative learning most often involves small groups of students who contribute to each other's learning. It is one of the innovative teaching strategies can be incorporated in the nursing curriculum for the better results and it is a great tool that can be used to enhance and promote higher student achievement.Therefore, a variety of teaching strategies have been designed to be used in teaching, ranging from teacher-centered strategies to more student-centered ones.Hence, the present study aims to assess the effect of cooperative learning strategy on undergraduate nursing students enrolled in nursing administration course at Faculty of Nursing, King Khalid University, Saudi Arabia. A one-group before–after quasi-experimental design was used. The study was conducted at Faculty of Nursing at King Khalid University, Saudi Arabia. All nursing studentsenrolled in theeighth at the time of the study of the academic year 2015-2016were included in the study. Four tools were used for data collection namely; The Revised two-factor Study Process Questionnaire (R-SPQ-2F), Teamwork perception survey, Students’ Self-Perception Leadership Questionnaire, and Students' Opinner Questionnaire Sheet.A major finding of the present study revealed there was statistical significant difference between the pretest and post-test mean scores of students' deep learning approach, team perception of learning and self-perception of leadership of student. While there was no a significant difference was observed between the pre-test and post-test mean scores for the surface approach to learning. It was concluded that cooperative learning as a method and philosophy is an effective approach to fostering deeper approach to learning and improving communication skills of nursing students especially in interactive skills, team work, and their leadership abilities among nursing students. It is recommended to the successful introducing of cooperative learning in nursing education will improve professional performance.
Because Malaysia is determined to produce high quality teachers who are able to become agents of change and empowered decision makers about their teaching practices, it becomes the responsibility of teacher education institutions in the country to train teachers to be reflective. This study examines 428 self-reflection notes (SRNs) of seven student teachers (STs) sampled from Sultan Idris Education University (UPSI) during their teaching practicum. Semi-structured interviews were carried out to gauge the STs' perceptions of the SRNs and identify the problems faced by them during reflection. The main aspects of the SRNs were feedback and assessment, lesson implementation, lesson preparation, classroom management and professional attributes. The reflection level of the STs was analyzed based on Van Manen's categorization using content analysis of the SRNs reflective components. The findings revealed that majority of the research participants were barely reflective as their SRNs were mostly exhibiting at technical level. There were also SRNs that were at practical level but none of them had achieved the highest (critical) level of reflection. Among the problems encountered by STs when reflecting were the absence of a given format in writing SRNs, time constraints, workload problems, difficulty in suggesting recommendations to overcome problems, lack of guidance from supervising lecturers, and problems in determining aspects of focus in the SRNs.
This article presents an instructional model for teaching a gateway history course that affects students by: 1) improving their ability to think at higher levels; 2) increasing engagement; and, 3) enhancing their perception of the relevancy of the course material in comparison to traditional lecture and discussion. The model includes problem-based learning, a metacognitive reflection inducing approach to discussion, and integration into a learning community (PBL LC). The researchers conducted an evaluation of the outcomes of PBL LC and compared them to the outcomes of the same course taught by model methods without the learning community (PBL History) and by traditional lecture and discussion (TLD). We used a neo-Piagetian framework for developing the metacognitive reflection approach that also identified our target for higher level thinking and adult complex problem solving ability, i.e. postformal thinking dynamics. Change in cognitive ability, engagement and perception of relevancy of the content were measured using both quantitative and qualitative techniques. The results indicated that students taught with PBL LC had the highest levels of postformal thinking change, engagement, and perception of content relevancy, with both PBL LC and PBL resulting in higher levels than TLD.
Recent research reveals a gap in determining the effect of problem-based learning (PBL) on students’ critical thinking ability. Existing evidences from previous research have been equivocal to be deemed conclusive, especially in across multiple educational disciplines. This paper investigates the effect of PBL on students’ critical thinking ability, as compared to conventional approach. The study employed an experimental pretest and posttest with control group design. The participants were 53 undergraduate students in electrical engineering course, who attended Electrical Technology Module (ET101) in their first semester. Participants completed the pretest and posttests of the translated version of the Cornell Critical Thinking Test Specimen set. The results suggested that students’ critical thinking ability in the PBL group had not been significantly different from their counterparts in the conventional approach group. This paper further discusses the implication of problem-based learning in engineering education.
Background: The popularization of problem‐based learning has introduced management of small groups as a critical skill for medical faculty. Some faculty have found themselves in dysfunctional groups without the skills necessary to correct the learning climate.Purpose: This study was conducted to generate strategies faculty can use to deal with difficult tutorial groups.Methods: Twenty‐three experienced tutors were arranged into 5 groups, then rotated through 5 training stations. Each station consisted of 5 students trained to behave according to a dysfunctional scenario. Tutor groups assessed the problem of each station group, planned an intervention, and intervened via one of the group's tutors.Results: Assessments of the difficulties in each group varied according to the particular station group scenario being observed. Interventions were tailored to the specific assessments tending from less invasive (i.e., asking questions while the case is being discussed to influence the direction of discussion) to more invasive (e.g., stopping discussion and invoking ground rules) to address the identified problems.Conclusions: We concluded that (1) establishing ground rules is important to the successful development of groups, (2) tutors and groups should deal with conflict directly as it arises, and (3) tutors should intervene strategically to foster positive group development. A model for strategic intervention is offered.
