Questions related to Problem-Based Learning
I am proposing to develop a Extended MCQ question / Problem based learning question bank in the subject of Oral Pathology/Oral Microbiology as well as Oral Histology/Tooth Morphology.
Anyone interested in contributing can message me
Given the fact that constructionism and constructivism are theoretical frameworks, does the pedagogical model of problem based learning more closely align with the constructivist approach as opposed to the constructionist approach.
With the increasing importance and implementation of computer applications in modern agriculture,
Should Agricultural universities make thier students sufficient in advanced computer knowledge or should they have depend only on pure computer scientists ??
Who will fill the gap between agriculture and computer ?
Several works have investigated which problems affect the work of a PBL group. Both students and tutors report that, among others, lack of commitment or motivation is one of the most frequent problem. Unfortunately, I could not find any peer-reviewed work which would investigate how tutors deal with this problem and which strategies are considered the most effective. Any suggestions?
Critical thinking skills are considered very important in our world with the great variety of information that we can find on the internet. Problem based learning requires critical skills to find the best solution to the ii-manufactured problem that is posed. How can we combine this learning with an educational environment that will be aided by technological means as Web 2.0 tools?
according to you what are Hot problems currentlyworld is facing? And what solutions you would suggest to solve them?
As a teacher, what is the best teaching method you prefer: Collaborative learning, problem-based learning, individual learning, video-based learning, games-based learning, etc. in the following teaching levels?
1) Higher education
2) Secondary level
3) Middle level
4) Primary level
I have been looking at different types of inductive teaching for mathematics. These include inquiry-based, discovery, problem-based, project-based, case-based, just-in-time, and a hybrid of project and problem-based.
Is there an inductive teaching approach or curriculum that uses everyday topics and students learn the mathematics needed to understand different pieces of it? For example, a class is discussing gardening. So the students learn how to calculate area of their garden. Then they look at mixture problems (fertilizer and soil). Then they see how Fibonacci plays into petals and seed patterns.
It doesn't quite fit one of the inductive teachings exactly. I think it is a combination of several.
Who has done research on this? Who/what should I be looking for?
I am searching if any research has been done in a related field, especially in science education, in the context of disadvantaged youth.
Problem-Based Learning (PBL) has been used in medical and health-related education for over 40 years. Team-based Learning (TBL) has been tried in some schools over the last 10-15 years, one would wonder about any study that has shown specific advantages of TBL over PBL or any other methods used in teaching/learning in higher education
Learning through different means will lead learners to gain knowledge at different levels and shape their attitude and practice especially beneficial in nursing education and clinical practice. Is there any difference or similarity between Problem-based Learning (PBL) and Challenge-based Learning (CBL) in nursing or health education?
I explained in a forum that PBL is a self-directed learning. However, some of the academicians did not agree by saying that tutors intervene in the PBL delivery process. I still belive PBL as one of the students-led learning process.
What do you think?
There are a lot of problems in medicine that needs the newest technologies in computer science fields like Machine Learning and Deep Learning to solve them.
Can anyone mention some of these problems that are unsolved till now?
This is an invitation to my training workshop. I want to open a discussion about writing PBL cases. Did you share in writing case scenarios in your program/course? What was your experience? What are the areas do you feel you need further training? This is an opportunity to share your experience and ask questions and also share your responses to issues raised. A pleasure to hear from you.
There are many Medical School Curriculum, either classic, or Team-Based Learning (TBL) or Problem Based Learning (PBL) ...and each school try to do it best for own students...according to your opinion which one you think is more interesting for the students with good feedback outcome?? Thanks
- I am currently doing a research that mainly tests the influence of problem-based learning system on self-directed learning readiness of medical students. Two groups of medical students (PBL, nonPBL) will be identified and their SDLR will be measured. I think that unpaired t-test is most appropriate for such issue, am I right?
Also, in the same research, I am going to correlate SDLR to the academic year of the participants, and in this case, three groups (year 1, 3, 5) will be identified. I think that ANOVA and post hoc are most appropriate, am I right?
Also, I am going to correlate SDLR with academic performance (grades), but I'm not sure which is most appropriate, Pearson's r maybe?
hopefully someone answers soon.
Thanks in advance.
STEM was the main topic at the 2019 ASTE international conference, with at least 8 posters, 27 oral presentations and 3 workshops promoting STEM classrooms, STEM instruction/teaching, STEM lessons, STEM summer camps, STEM clubs, and STEM schools without providing an operational conceptualization or definition of what STEM is. Some oral presentations advocated for disciplines integration, but the example provided were mainly "inquiry based" and "Engineering Design Process" practices which in fact did not differed from the overly used, poorly conceptualized and epistemologically incongruent hands on/minds off type of classroom activities.
Therefore, it is worth considering:
(1) Why do we call it STEM if it does not differ from practices being implemented for decades (e.g. inquiry, hands on activities)?
(2) What benefits (if any) can this STEMification mentality/trend bring to science education?
We mostly transfer our knowledge to students by frontal lecture. We do so over 30 hours a week and know that this very efficient method is less advantageous the more we use it as monodidactic. Therefore many educators the last 500 years postulated to reduce frontal lecture by 50 % and introduce knowledge transfer by other methodologies f.e. problem based learning and handorientated learning and and and. Some of them showed better learning results with reduced quantity of knowledge transfer. We could proof in agreement with results of Carl Wieman, USA and Cnd that the learning efficiency had risen by factor 2. But, and that is my question, we could not proof the storage of knowledge in short or long term memory dependent on learning methodology. Does anybody know published results on that question? Has anybody ideas how to answer this question scientifically? It would be great if you will answer here. Peter
Thank you for all your contributions and I invite you to help us expand our current research that brings PBL as a knowledge building tool. Problem-based learning guides that the number of academics for a core discussion is 8 to 15 and because it is a methodology appropriate to the growth of scientific thinking our suggestion is that in the classrooms there are between 24 to 45 students. It seems like an excessive number, however I remember that the PBL will make the academic learn to make decision, where the construction of the thought is modulated by real, everyday experiences.
How do you evaluate the problem-based learning (PBL) tutors? Do you, in your school, ask students to assess their PBL tutors using a standardised form? Or your school prefer not to use this type of evaluation? If you not, what other assessment do you have in your school to evaluate the performance of PBL tutors?
Not just in tutorial one, where students need to identify problems, generate hypothesees and rank each hypotheses, but in tutorial two, some students prepare their learning issues, however they find it difficult to contribute to the discussion or justify their views.
My current research looks also into the relationship between information and knowledge. Thinking of the information pyramid. Data > Information > Knowledge > Wisdom. I'm searching for (fundamental or recent) literature that examines students behavior to transfer information to knowledge.
All the stakeholders effectively attribute towards curriculum designing, integration and problem based learning methodology.
What effectively students can contribute as stakeholders?
In what way can Project-Based Learning foster students' learning? Do we have any evidence from higher education research to support any such impact on learning?
You need to be specific in your research. Your area of discipline is Mass Communication. You can focus on communication education
I am in the process of using Maxqda in creating codes and tagging survey responses to these codes in the code system. This is for my current research on how senior high students learn in problem based learning. I want to ask if I could actually tag a particular student response to different codes in the code system of the software? Or there is a sense of exclusivity in tagging a particular response to just only one code? Thanks!