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Enhancing the use of Problem-Based Learning by beginner Physical Sciences teachers while teaching Particulate Nature of Matter Motlhale Judicial Sebatana orcid.org/0000-0001-6520-423X
Abstract
This study focuses on facilitation for enrichment of beginner Physical Sciences teachers to utilise Problem-Based Learning (PBL) while teaching the topic - Particulate Nature of Matter (PNM) which might enhance skills such as collaboration, critical-thinking, creativity, and communication. The problem is that there is a gap between training of science teachers and the real practice. Beginner teachers are not fully equipped with the necessary pedagogic skills that compromises their teaching practices. The purpose of this study is to enhance the utilisation of PBL by beginner Physical Sciences teachers in the teaching of PNM through a Teacher Professional Development (TPD) training. This study contributes to research related to improving Physical Sciences beginner teachers’ use of PBL. Social interdependence theory was adopted as the theoretical framework that underpins this research study, specifically focusing on shared influence between individuals in a small group. This study engaged with PBL-21st- century skills-development conceptual framework, adopting in the process a qualitative case study approach that is exploratory. This qualitative study was conducted within an interpretivist paradigm, allowing the researcher to view the world through the perceptions and experiences of the beginner teacher participants. Data was generated by means of an open-ended questionnaire, portfolio and interviews. This study employed purposive sampling, leading on to the snowballing technique and 5 participants were selected. Data was analysed using Saldaña's (2009) analytical framework, Golightly’s (2013) and Family Secret’s (2009) rubrics for learners’ activities. The overall portfolio data was analysed using an adapted Smith et al.’s (2001) analytic tool. This study’s findings show that TPD enhances beginner teachers’ knowledge and implementation of PBL; before the TPD programme, beginner teachers had limited knowledge on PBL; post the TPD programme, the extent of utilisation of PBL in initiating and promoting the 21st-century skills was highly satisfactory; there are four PBL principles of practice which could be distilled. This study demonstrates that PBL can be effectively implemented in Chemistry education. With relevant 21st-century skills gained through PBL, the study established that this might in turn lead to Self-Directed Learning (SDL). This study recommends that beginner teachers who participated in this study continue to implement PBL every year in the teaching of Grade 10 PNM and related topics since they are fully conversant with the approach and have PBL skills and tasks they could gainfully deploy. This study should be adapted and extended to other science subject areas.
... Studies on preconception have found that the concept is somewhat resistant. In the early 2000s, it is dis-covered that students' preconceptions persisted even when they already undergo formal education experience [8,9]. Preconception can also change along with the development of students' conceptual understanding; it also varies in different levels of understanding [10]. ...
Students nowadays need to be equipped with twenty first century skills in order to ensure their competitiveness in this era of globalization, especially in the science and technology sector. Therefore, this study aimed to identify the changes of 21st century skills among students after participating in an integrated Science, Technology, Engineering and Mathematics (STEM) education program. Project Oriented Problem Based Learning (POPBL) approach was applied in the learning activities of this program as its fundamental pedagogy. A total of 125 secondary school students of the age 13-14 namely from the rural areas were involved as respondents. This study employed one group quasi-experimental to identify the students’ 21st century skills before and after participating in the program. Data were analysed for descriptively, followed by an inferential analysis to compare the means (t-test) between the pre and post test. The findings from this study revealed that the level of 21st century skills (Digital age literacy, Inventive thinking, Effective communication and Spiritual values) among the students did increase and the increase was statistically significant. Interestingly, one of the components of the 21st century skills, namely ‘high productivity skills’ showed positive changes, from moderate to high level skills. The outcome of this study provides evidence that the application of POPBL in STEM education programs could help students to enhance their 21st century skills by learning how to solve real world problems based on authentic and real life experiences through project work.
A case study is expected to capture the complexity of a single case, which should be a functioning unit, be investigated in its natural context with a multitude of methods, and be contemporary. A case study and, normally, history focus on one case, but simultaneously take account of the context, and so encompass many variables and qualities. When a physical artefact is the case the gap between case study and history tends to diminish and case studies often become more or less historical case studies. Case study methodology also bridges the gap between quantitative and qualitative methods in the social sciences. Still the different concepts of validation in quantitative and qualitative research sometimes create confusion when they are combined, as they often are in case studies.
The case might be studied with an intrinsic interest in the case as such, or with an interest in generalising. When a generalisation is based on the deductive principle, the procedure of testing hypothesis is used. A second mode of generalisation is inductive theory-generation, or conceptualisation. The third mode depends on the principle of abduction. Abduction is the process of facing an unexpected fact, applying some rule and, as a result, positing a case that may be. But there are two kinds of abduction: One is when a case is created from a few facts; for instance, historical data or clues. The other is operative when generalisations are made from known cases and applied to an actual problem situation by making appropriate comparisons. This is also called naturalistic generalisation. In a case study, the different modes of generalisation are often combined.
The conclusion is that case studies has the potential for further development through the mastery of the combination on different levels of techniques, methodologies, strategies, or theories, like; the combination of case study and history, which is important when the case is an artefact; the combination of differing quality standards in qualitative and quantitative research, which are difficult to codify; and the combination of different modes of generalisation.
Coding is a process used in the analysis of qualitative research, which takes time and creativity. Three steps will help facilitate this process:
1. Reading through the data and creating a storyline;
2. Categorizing the data into codes; and
3. Using memos for clarification and interpretation.
Remembering the research question or storyline, while coding will help keep the qualitative researcher focused on relevant codes. A data dictionary can be used to define the meaning of the codes and keep the process transparent. Coding is done using either predetermined (a priori) or emergent codes, and most often, a combination of the two. By using memos to help clarify how the researcher is constructing the codes and his/her interpretations, the analysis will be easier to write in the end and have more consistency. This paper describes the process of coding and writing memos in the analysis of qualitative data related to diabetes research.
There is an increasing interest in peer and self-assessment (P&SA) in science education due its importance in students' performance in collaborative work and in the development of their metacognitive skills. We developed and tested an algorithm to help teachers organize the P&SA process. Collected data relative to the 8th and 11th grades were analyzed to examine the viability of this algorithm and to determine the degree of agreement between a student's self-assessment and that of his/her peers. We found no significant differences between peer and self-assessment, which means that students have a fair perception of their contribution to the team. The data also suggest that the maturity of the students can be an important variable in the self-regulation learning and in metacognitive skills acquisition, since the correlation between self and peer assessment was more robust in the 11th grade.
In problem-based learning (PBL), collaboration and productive interactions among group members are not spontaneous processes. One way to support students in PBL is to integrate self- and peer assessment to assess group members’ contribution to solving the problem. The purpose of this case study was to determine the perceptions of Bachelor of Education preservice geography teachers of their own as well as their fellow group members’ contribution in a geography PBL activity. The study used a quantitative research method based on assessment rubric application where geography preservice teachers were asked to provide an assessment on their own and fellow group members’ contribution, which included leadership, collaboration, initiative, attitude, effort, research, communication and a written report as well as individual tasks. The results indicated that effort, attitude and collaboration received the highest scores in self-assessment as well as peer assessment. Interestingly, the preservice geography teachers gave higher scores for their contribution to themselves, in comparison to peer assessment. No real gender differences in the self- and peer assessment of male and female preservice teachers’ contribution occurred in this study. The female preservice geography teachers received higher scores for most of the criteria in both self- and peer assessment compared to the male participants.
Teachers need to develop their professionalism in teaching to achieve 21st century learning competencies. The role of the teacher is not only to provide information but also to assess the learning process and outcomes comprehensively and in an integrated manner. This study aimed to describe the factors that support the readiness of teachers to carry out assessments in inquiry-based science in elementary schools. Respondents in this study were 87 elementary school teachers who were 87 students spread across four regions of the UT Regional Office namely Pangkalpinang, Jakarta, Denpasar, and Kupang. These four regions of the UT Regional Office were chosen as a representation of the regions of West, Central and East Indonesia. From this sample, teachers were examined to see their readiness to compose a lesson plan and carry out an inquiry assessment. Next, teachers filled in the response sheet to find out their readiness to carry out an inquiry assessment in science learning in elementary schools. Teaching inquiry-based science required teachers to spend more time preparing lesson plans to prepare tools and learning materials. Factors which supported the readiness of teachers to measure the inquiry-based science learning process in elementary schools, including their sufficient capacity to develop lesson plans which were oriented to the inquiry process, peer support and teachers’ working group. Some efforts were done to overcome obstacles namely developing the ability to assess the mastery of science concepts through inquiry-based learning processes in elementary schools, utilizing teachers’ working group (TWG) and the support of school principals/assessors to make relevant assessment tools.
This chapter explains the relationship and interconnection of general issues involved in the development of digital skills as an essential precondition for lifelong learning. While technology is changing faster than ever, it is necessary to develope skills early in education with inclusion of appropriate core skills for digital citizenship. This includes formal education (from early learning to higher education), with implications on curriculum development and educational policies. Even more important is an ongoing curriculum adaption in the field of teacher education and professional development. It includes rethinking the roles of teachers and learners and transforming the learning environment. New pedagogies are supporting individual learning strategies for knowledge development and self-directed learning. Since education systems are rationally developing slowly, examples are presented for supplementing personalized learning with open pedagogy and integration of educational technologies. In higher education, new tools and strategies offer a wider range of personalized learning opportunities, for example, massive open online courses (MOOCs) and open educational resources (OER). These tools offer new ways for self-directed learning and at the same time demand educational institutions and lecturers to cooperate and reorganize learning material, curricula and study plans. Furthermore, it challenges governments to provide appropriate infrastructure in general and especially in institutions for education.
In an environment of slow economic growth where many businesses have failed, one sector that has done exceedingly well is the private education business. This study examines the effect of project-based learning (PBL) and 21st century skills on students’ creativity and competitiveness in private schools in Lahore. Today, enhancing 21st century skills to make students more competitive in an external environment is key to education systems around the world. The PBL framework also supports children’s social and personal development. We have used primary research methods to survey teachers at a range of private schools. The results show that 21st century skills embedded in the PBL framework have a positive impact on students’ creativity and competitiveness. Social development influences creativity and competitiveness the most while personal development is the least influential factor.
The present study aimed to test the effectiveness of two learning models, namely Problem-Based Learning (PBL) and Integrated Problem-Based Learning and Digital Mind Maps (PBL-DMM) in improving student creativity. This experiment employed a pretest-posttest control group design and involved 103 participants. An essay test was used to evaluate the participants’ creativity. The results showed that both PBL and PBL-DMM had an effect on creativity, yet among these two learning models, PBL-DMM was considered more effective to boost student creativity.
Background
There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.
Results
We found of the 67 lesson plans collected at the inclusive STEM high schools, 50 included instruction on 21st Century skills. Most of these lesson plans designed instruction for 21st Century skills at an introductory level. Few lesson plans encouraged multiple 21st Century skills and addressed higher levels of those skills. Although there was not a significant difference between levels of 21st Century skills by grade level, there was an overall trend of higher levels of 21st Century skills demonstrated in lesson plans designed for grades 11 and 12. We also found that lesson plans that lasted three or more days had higher levels of 21st Century skills.
Conclusions
These findings suggest that inclusive STEM high schools provide environments that support the development of 21st Century skills. Yet, more can be done in the area of teacher professional development to improve instruction of high levels of 21st Century skills.
This study reports the effectiveness of nanoscience activities in enhancing secondary school students’ understanding of two chemistry concepts: structure of atom and acid and bases. For the purpose of this study, quasi experiment was employed to 163 Grade 10 students from the Northern Region of Malaysia. Sample from the experimental group was exposed to a series of nanoscience activities lasted for 10 weeks. Students’ understanding on the two chemistry concepts was tested using Chemistry Achievement Test (CAT). The CAT consists of multiple-choice questions and open-ended questions. Data obtained from CAT was analysed using one-way ANCOVA to identify the effectiveness of nanoscience activity in enhancing students’ understanding of chemistry concepts. The findings show that there were statistically significant differences between experimental and control groups’ mean scores (F (1,160) = 167.82, p < 0.05 ηp2 = 0.512) with the experimental group students reporting higher mean. The ANCOVA result indicated experimental group students’ understanding of chemistry concepts significantly higher than the comparison group. The qualitative analysis of open-ended responses further supports findings obtained from the quantitative analysis. The study suggests that integrating nanoscience into the contemporary teaching of chemistry is relevant and appropriate.
Assessment validity, reliability, and constructive alignment to planned learning outcomes are less understood in the context
of integrated, problem-based curricula. This conceptual paper examines a Triple Jump Assessment (TJA) employed as a
formative and summative assessment system in the first year of an undergraduate dental program. Specifically, we deconstructed this instantiation of a TJA in terms of management and co-ordination; assessment design and item development;
assessment administration; and assessment review, refinement and modification. Four core principles of TJA design for
constructive alignment in an integrated, problem-based curriculum were identified as: (a) viewing the assessment design
process as a collaborative and collective faculty endeavor; (b) recognizing the assessment design process as dependent on
faculty and students’ shared understandings of learning, teaching, and assessment; (c) highlighting the centrality of ongoing
review and monitoring to ensure validity and reliability; and (d) prioritizing student learning in the development of the TJA
as an assessment system.
The study objective was to compare the effectiveness of creative writing between traditional problem-based learning (PBL) instruction and problem-based blended learning (PBBL) instruction. The target group of this study was sixty English as the foreign language students enrolling creative writing course in Chiang Rai Rajabhat University, Thailand. The course was implemented for 14 weeks. During the experiment, learners were assigned to produce individual creative writing work and group work. Pre-test and post-test were used as one of the research instruments to evaluate the amount of knowledge or creative writing skills before and after the course. Based on the findings of this study, it was found that the overall mean scores of students in PBBL class including individual work, group work, pre-test, and post-test were 120.55 out of 180 points, while the overall mean scores of students in traditional PBL class were 111.30. Therefore, the findings showed that students in problem-based blended learning class were able to gain better scores and perform better improvement in a creative writing course.
This article explores how the Hybrid Problem-Based Learning (HPBL) approach can improve the Libyan EFL learners’ performance in English language speaking. The paper employed the case study research design in which qualitative data through observation and interview were collected and analysed thematically. The participants involved in the study were 30 first-year undergraduate students in one of the Libyan public universities. The study was conducted in the period of 9 weeks. The course was conducted alternatingly between traditional and PBL lessons. The PBL lessons were based on 7 steps of Schmidt, Dauphinee and Patel (1989). At the end of each PBL lesson, students presented their possible solutions for the problem presented in a form of oral presentation (OP). It was found that after undergoing the HPBL process, the speaking ability of the learners improved in fluency, grammar, comprehension, vocabulary, confidence level, intonation skills and pronunciation. It is, thus, concluded the HPBL approach is a worthwhile alternative for English lecturers for the transformation of the stagnant approach to the teaching of English language in the Libyan EFL context.
Problem-based learning (PBL) has been reported as one of the learning models which can improve student learning outcomes optimally. Unfortunately, the frequency of implementing PBL and the teacher knowledge level about PBL is not optimal yet. This quantitative descriptive study aimed at determining the effect of PBL-based modules implementation on student learning outcomes. The population of this study was the XI grade students of SMAN 2 Wera in which the sample was the students of XI-Natural Science Class. Test was chosen as an instrument in the data collection process which was given at the beginning and the end of the implementation. The dependent-test was performed, after collecting the data. The study results indicated that the student learning outcomes increased significantly. Therefore, the application of PBL-based module is recommended to be carried out during science learning of XI graders.
In recent years, there has been an increasing use of peer assessment in classrooms and other learning settings. Despite the prevailing view that peer assessment has a positive effect on learning across empirical studies, the results reported are mixed. In this meta-analysis, we synthesised findings based on 134 effect sizes from 58 studies. Compared to students who do not participate in peer assessment, those who participate in peer assessment show a .291 standard deviation unit increase in their performance. Further, we performed a meta-regression analysis to examine the factors that are likely to influence the peer assessment effect. The most critical factor is rater training. When students receive rater training, the effect size of peer assessment is substantially larger than when students do not receive such training. Computer-mediated peer assessment is also associated with greater learning gains than the paper-based peer assessment. A few other variables (such as rating format, rating criteria and frequency of peer assessment) also show noticeable, although not statistically significant, effects. The results of the meta-analysis can be considered by researchers and teachers as a basis for determining how to make effective use of peer assessment as a learning tool.
This mixed method study investigated changes in 3rd year Bachelor of Education students’ attitudes towards chemistry after learning interventions with virtual chemistry simulations. After participant students identified certain concepts from their 3rd year chemistry module as being abstract and not easily comprehensible, these concepts were facilitated during a 5 week learning intervention using PhET simulations as an alternative to traditional laboratory experimentation. In the first quantitative phase of the study, a 30-item pre-attitude test was administered to assess students’ attitudes towards chemistry, followed by PhET chemistry simulation learning interventions. Thereafter, students wrote a post-attitude test. Findings of this phase revealed a significantly higher mean post-attitude test score, with students showing a positive attitude towards chemistry learning, post-intervention. The quantitative phase was followed by a qualitative phase which examined students’ experiences on the use of simulations through semi-structured interviews. Findings from the qualitative phase revealed that students experienced autonomy and enjoyment during engagement with the simulations. They also perceived that their experiences in the virtually simulated environment improved their visualisation of chemistry concepts, thereby improving conceptual understanding. However, the students acknowledged that simulations cannot replicate the realism and authenticity associated with practical work in an actual laboratory. The implications of these findings are that virtual simulations provide a complementary learning tool capable of improving students’ attitudes towards chemistry, and perceived by students to support their visualisation of abstract chemistry concepts. The findings of this study are particularly significant for chemistry learning at schools and universities in economically challenged countries such as South Africa where there is a shortage of well-equipped laboratories.
The study aimed to investigate the effectiveness of problem-based learning (PBL) approach in enhancing the problem solving skills in Chemistry of Grade 9 students in a public high school in the Philippines. The level of problem solving skills of the students in the non-PBL and PBL group before and after their exposure to non-PBL and PBL approaches was determined respectively. The comparison of their levels before and after the intervention was done to determine the effectiveness of the non-PBL and PBL approaches. Then comparison of the effectiveness of non-PBL and PBL approach was assessed. Using the descriptive-comparative and pretest-posttest experimental design in processing the data from 96 students, the following revelations were obtained: (1) the level of problem solving skills before and after their exposure to non-PBL approach is generally very low; (2) the level of problem solving skills was initially very low but was comparatively increased to low after exposure to PBL; (3) there was a significant difference in the level of problem solving skills of the students in the PBL group; (4) between these two approaches in this study, the PBL approach of teaching the chemistry concepts to Grade 9 students was proven more effective than the non-PBL approach.
This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in the developing country’s context.
Problem-based learning is a teaching method in which students’ learn through the complex and open ended problems. These problems are real world problems and are used to encourage students’ learning through principles and concept. PBL is both a teaching method and approach to the curriculum. It can develop critical thinking skill, problem solving abilities, communication skills and lifelong learning. The purpose of this study is to give the general idea of PBL in the context of language learning, as PBL has expanded in the areas of law, education, economics, business, social studies, and engineering. It encourages students to develop skills that can be useful for their future and in practical life within a team environment. For the language classroom in Arab countries, where English is spoken as a foreign language PBL can be very useful. Trained teachers can design problems to meet the needs of the learners, that can be useful to improve English practically in social context.
This essay offers several insights regarding the principles of qualitative and quantitative methods, defining how they shape the empirical process as well as knowledge acquisition in social science research. A comprehensive discussion includes comparing the assumptions and techniques of each paradigm, as well as a description of their respective strengths and weaknesses in research. These paradigms are examined in terms of past trends in science education research, indicating that over the last several decades a shift in approach from the quantitative to qualitative has occurred. The central thesis of the essay contends that methodological decisions should be based in pragmatism, rather than a pre-existent set of philosophies or beliefs irrespective of context. Implications for research are discussed in terms of the findings of several science education content analysis studies, conveying that research methods often coincide with the collective interest of the masses, policy, educational reform or program developments. Key words: paradigm decisions, qualitative research, quantitative research, science education, trends.
Education in the 21st Century is expected to produce human resources that have the ability to face the challenges in the development of science and technology so fast. 21st Century skills that need to be developed in students include critical thinking skills, creative thinking, collaboration, and communication. This research has purpose to determine the effectiveness of the model of Problem Based Learning (PBL) aided mind mapping to increase creative thinking skills and student collaboration. Type of research was mixed methods research design sequential exploratory. The sample of the research were 30 students of grade VIII D consisting of 16 male students and 14 female students. The analysis of the data in this research using qualitative and quantitative analysis techniques. The results showed that there is an increase in scores obtained by students in creative thinking and collaboration skills. The benefits of this research for educators are to provide effective learning model reference to be used in developing the creative thinking skills and student collaboration. Based on the result of the research, can be concluded that the PBL teaching model with mind mapping in motion and force effective to be applied in developing the creative thinking skills and student collaboration.
Objective. To discuss the meaning of self-directed learning, challenges with implementation, and strategies to overcome obstacles in educational settings. In this paper we define self-directed learning, differentiate it from similar terminology, and discuss the empirical evidence for its development and strategies for its use within higher education. Summary. Self-directed learning as a defined teaching pedagogy has been around since the 1960s and can be used in classroom and experiential settings. It is a term that is commonly used to describe a set of skills that college graduates should possess. A self-directed learning environment is dramatically different from a lecture-based classroom where the educator determines the goals, the assessments administered, and pacing of the course content. During the self-directed learning process, the learner sets goals, determines how progress will be assessed, defines the structure and sequence of activities and a timeline, identifies resources, and seeks out feedback. When teaching individuals who are new to this model, care must be taken to appropriately scaffold and structure learning to develop the underlying soft skills needed for students to be successful as self-directed learners. When implementing this pedagogy in a classroom setting, challenges are faced both by the learner and the educator. Faculty members should proactively plan for potential challenges during the course design process.
The present study examined preservice teachers’ (N=47) perceptions and preparedness to teach for global mindedness and social justice. A phenomenological approach helped the researcher to gain deeper understanding of participants’ perceptions of the effectiveness of instructional practices used in a social studies methods course. Of particular interest were instructional practices that preservice teachers perceived as promoting 4Cs. Data collected from discussions, in-class written reflections and feedback from open-ended questions showed that although learners were initially uncomfortable exploring global and social justice issues, they eventually gained essential multiple perspectives. Consequently, this study affirms the importance of using 4Cs in teacher education programs to teach essential knowledge and skills in global mindedness and social justice.
Key Words: Global mindedness, preservice teachers, teacher education, social studies,
social justice, 4Cs.
Today’s students are growing up in a world where technologies are becoming a natural part of their life. Continuing advances in emerging technologies such as mobile devices, give students more control to access digital learning contents and sharing knowledge. A mobile device such as smartphones is considered a great tool to be used for learning, it provides learners a new opportunity for interaction with peers, teachers, and tutors, and improve learning environments for more creativity and engagements. Additionally, wireless learning devices can be used to help students learn and develop twenty-first-century skills (e.g., critical thinking, collaboration, communication, social skills, and leadership, etc.). Each one of these reported skills has always been necessary to be acquired for helping students to keep up with unprecedented global changes to enable them to participate actively in a rapidly changing society. However, the integration of mobile devices into the learning process is becoming more important than ever. On the other hand, the growing rapid globalized changing conditions have made a huge paradigm shift in school systems face-to-face classroom to more convenient and seamless learning, where learning could be accessible at any time and anywhere. Thus, school systems globally have additional burdens that require them to work under increasing pressure for preparing the younger generation to become active and contribute better in their future careers. In particular, school’s responsibility is to work for cultivating desired skills which enable students to succeed and sustaining success in modern work environments as well as overcoming challenges that expected to encounter in digital societies. These changing conditions have been encouraged researchers to investigate effective learning strategies to leverage ubiquitous and mobile technologies for increasing student’s motivation and promote their levels of attention and engagement. Moreover, precisely researchers have focused to examine the impact of implementing strategies supplemented with technology tools in scenario-based learning environment on students learning and performance, which is embedded multiple stages including guidance, technique and train students to perform learning activities under specific environmental conditions. The aim of this chapter is to discuss effective learning approaches based mobile devices that have been implemented inside the classroom and beyond, regardless of subjects area. This chapter investigates a variety of studies in the light of more recent innovative and best practices of augmented learner-centered strategies using for creating knowledge in mobile and ubiquitous learning events. The chapter offers to understand the popular feature of core aspects of wireless communication technology facilitating teaching and learning practice, affordances of mobile and ubiquitous technologies that benefit a variety of learning aspects, and what teachers do when using these latest emerging technologies for teaching. Considering the impact of emerging technology is changing the way teacher teach and the student learns, lead to think of new pedagogy; however, the chapter draws attention to the challenges of determining appropriate pedagogy to align with rapidly emerging technologies. Suggestions and main ideas that conclude with current issues for future research are provided.
The current educational climate is in a state of flux. Emergent technologies is ushering in a new era, facilitating a dramatic shift from information scarcity to information abundance, while rendering the historically-dominant knowledge transmission model increasingly irrelevant as learners transform from passive knowledge recipients to active knowledge innovators, curators, and disseminators. The dilemma that educational stakeholders, especially learners, face is determining what educational paradigm most empowers them to thoughtfully and perpetually integrate emergent technologies for learning on demand during this tumultuous period and in the nebulous future beyond. Two disparate educational paradigms and three approaches to learning are considered herein. Next, a critical review of technology integration frameworks, models, and taxonomies indicate that none are sufficient for guiding stakeholders in helping learners develop the mindset that is required to learn within such dynamically-changing contexts. Thus, a Paradigm Framework is introduced. The framework encapsulates the traditional behavioural and emerging perceptual paradigms, as well as the shift between them. It also includes pedagogical and andragogical approaches to learning, as well as the emerging heutagogical approach. This framework helps stakeholders to identify existing learning contexts, as well as intentionally select or design contexts that cohesively bind theory with practice. The Omni-tech taxonomy included in the framework ensures that emergent technologies are also coherently integrated according to the theoretical and practical elements that define specific learning contexts. A practical example of how the framework can be used within an online graduate student context concludes the chapter.
Objective. To validate a problem-based learning (PBL) evaluation checklist to assess individual Doctor of Pharmacy (PharmD) students' performance in a group. Methods. In 2013, a performance checklist was developed and standardized. To evaluate the reliability and discriminant validity of the checklist, pharmacy students' evaluation scores from 2015-2016 were assessed along with overall program grade point averages (GPA), and scores on knowledge and problem-solving examinations. Predictive analysis software was used to analyze the data. Results. Seventy facilitators generated 1506 evaluation reports for 191 (90 third-year and 101 second-year) students over eight PBL cases. The mean (SD) total score was 40.6 (2.5) for P3s and 39.1 (2.7) for P2s out of a possible 44.2 points. Students' scores improved each semester. Interrater reliability based on intraclass correlation coefficient for all cases was 0.67. Internal reliability as determined by Cronbach alpha was >0.7 for all binary checklist items across all cases. Discriminant validity assessed using Pearson correlation coefficient showed that the total score from the checklist did not correlate with knowledge or problem-solving examination scores. Conclusion. This unique PBL checklist proved to be a reliable and valid tool to assess student performance in small group sessions in a PharmD curriculum.
As many other countries around the world, Sweden is currently facing an urgent need for new teachers. Creating sound work environments that can retain beginning teachers in the profession—as well as attract new ones—is one way to address the problem. In order to accomplish this task, research must be able to reflect the complex nature of work environments. In the present study, a cluster analysis of four job demands and five job resources among 328 Swedish teachers in their first year of teaching, resulted in four typical work situations: the advantageous situation (n = 103); the balanced situation (n = 148); the threat situation (n = 34); and the pressed situation (n = 43). Clear differences were found in how teachers in these different clusters perceived their work satisfaction, self-efficacy and willingness to stay, with the teachers in the former two work situations scoring significantly higher than the latter two. The results indicate that teachers can have a very different experience of work at the start of their careers. These findings imply that work environment interventions and induction programmes to support new teachers and prevent them from leaving the profession must be well adapted to the context.
This research revealed several themes that have an impact on six novice teacher participants as: understanding school culture and how they navigate the nuances within, what it means to be an effective teacher, access to mentors or mentorship programming, effective mentorship qualities, and school policies on mentorship. The literature supports the theoretical concept of an improved rate of teacher retention when mentorship is offered, but the research data collected for this article revealed a gap between this theory and practice.
Teacher attrition is receiving worldwide attention; while some attrition in all professions is expected, high rates cause concern for the teaching profession. This phenomenological study focuses the experiences and challenges novice teachers endure in school settings within their first 3 years of classroom practice. This research work explored the phenomenon of being a novice teacher and how policies on mentorship influence/shape teacher retention/attrition within the early years of classroom practice.
The present study investigates the effects of cooperative learning on learning strategies of 72 second-year Vietnamese higher education students toward the Research Methods in Education course over a nine-week course. These students were divided into two matched groups of 36 to be taught by the same lecturer. In the control group, cooperative learning was used, while in the experimental group, lecture-based teaching was employed. Results showed that students who were instructed using lecture-based teaching had lower scores on the post-tests of resource management and cognitive - metacognitive strategies than did the students who were instructed using cooperative learning. Implications for educators and further research are suggested for a less competitive and more effective learning outcome.
The purpose of this chapter is to provide an overview of the research conducted with problem‐based learning and complementary pedagogies with children. First, brief theoretical foundations of problem‐based learning are presented along with similar pedagogical models, including project‐based learning, inquiry learning, and anchored instruction. Second, implementing problem‐based learning and the similar approaches are discussed. This section addresses the extant research on (a) student outcomes, including self‐direction, self‐regulation and reflection, collaborations, motivation, creation of learning artifacts, and assessing student learning outcomes; and (b) teacher roles and responsibilities during implementations; transition to facilitator roles and pedagogical beliefs; scaffolding, challenges to classroom assessment, and teachers’ uses of problem‐based learning. A third section considers the research methods prevalent in K‐12 contexts. Finally, a conclusion recommends areas of focus and improvements for problem‐based learning research in K‐12.
The Problem‐Based Learning (PBL) model of instruction developed initially for educating medical doctors has been adapted to a range of professional schools and disciplines. There are several learner‐centered pedagogical models that share some of the characteristics of PBL yet are different in terms of audience (learners) and the role of the instructor. The sharpest contrast is the difference between the tutor in PBL who serves as a process facilitator and coach for metacognitive thinking and the teacher who serves the same roles but in addition provides the learners with layers of support and direct instruction. The degree of ownership for learning for a developing professional is critical – thus the role of the tutor which facilitates the development of the metacognitive skills and abilities required for professional practice.