Silvia Skelin's research while affiliated with Universität Heidelberg and other places
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Publications (8)
In problem-based learning (PBL), tutors play an essential role in facilitating and efficiently structuring tutorials to enable students to construct individual cognitive networks, and have a significant impact on students' performance in subsequent assessments. The necessity of elaborate training to fulfil this complex role is undeniable. In the pl...
Zahlreiche Fakultäten weltweit setzen in ihren Curricula die Unterrichtsform des problemorientierten Lernens (POL) ein, bei dem Studierende in Kleingruppen – ausgehend von einem konkreten Fall – Problemlösestrategien entwickeln. Hierbei lernen die Studenten selbstverantwortlich und kontextgebunden, was zu einer besseren Verankerung des Wissens führ...
Zahlreiche Fakultäten weltweit setzen die Unterrichtsform des problemorientierten Lernens (POL) in ihren Curricula ein, bei
der Studierende in Kleingruppen – ausgehend von einem konkreten Fall – Problemlösestrategien entwickeln. Hierbei wird nach
definierten Arbeitsschritten, dem so genannten POL-Bogen, vorgegangen. Anders als beim klassischen Fron...
Many faculties worldwide apply the method of problem-based learning (PBL) in their curricula as a form of instruction by which students in small groups develop problem-solving strategies on the basis of a specific case. This approach fosters self-responsible and context-dependent learning, which aims at providing an improved anchoring of knowledge....
Citations
... Menurut Wilder, penilaian PBL sebagian besar menggunakan desain pretest-posttest yang berfokus pada mengingat fakta dan konsep, diukur melalui tes standar dan penilaian prestasi (Grant & Tamim, 2019). Pendapat yang kompleks dikemukakan oleh Hsu (Tok, 2016) Dengan demikian, Problem Based Learning sebagai suatu model pembelajaran memiliki kelebihan, yaitu: memberi peluang untuk mempelajari/menyelidiki peristiwa multidimensi dengan perspektif yang lebih dalam sehingga mendorong keterampilan berpikir kritis dan pemecahan masalah peserta didik; menumbuhkan selfdirected dan self-regulated peserta didik dalam proses pembelajaran; meningkatkan keterampilan sosial dan mendorong peserta didik mempelajari konsep baru pada saat memecahkan masalah. Namun di sisi lain, Problem Based Learning pun memiliki kekurangan, yaitu: guru berpeluang mengalami kendala dalam mengubah gaya mengajar dan siswa berpeluang membutuhkan banyak waktu untuk menyelesaikan masalah. ...
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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). ...
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... We used Problem-Based Investigation (PBI) to work with groups of students who integrated the subjects they studied at the university with their professional reality in order to propose different research goals and development during the creation of a progressive and permanent practice to "praxis research" (Díaz, 2011) in their curriculum processes (Ertmer et al., 2009;Lewis et al., 2009;Skelin et al., 2008;Strobel & van Barneveld, 2009;Tambouris et al., 2012). ...
... However, a lecture-based FD is unable to fill the gap between facilitating theory and actual practice. Most of the effective PBL FD for tutors includes novel designs, such as direct observation, video clips, interactive film, scene scenarios, and role-plays [5,6]. Situated learning, including tutor shadowing during teaching, is mandatory for PBL tutors. ...
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... In each clip, the tutor is shown to make certain mistakes or behave in unsuitable ways. Guided by trainers, the negative scenarios portrayed in these video clips are intended to spark conversation among the tutors and give them the opportunity to jointly collaborate about possible ways of handling the portrayed situation (Skelin et al., 2008). ...
