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1.
Problem-Based Learning: What and How Do Students Learn? 总被引：22，自引：0，他引：22
Cindy E. Hmelo-Silver 《Educational Psychology Review》2004,16(3):235-266
Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills. 相似文献
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Background: Problem-based learning (PBL) is a teaching approach working in cooperation with self-learning and involving research to solve real problems. The first law of thermodynamics states that energy can neither be created nor destroyed, but that energy is conserved. Students had difficulty learning or misconceptions about this law. This study is related to the teaching of the first law of thermodynamics within a PBL environment. Purpose: This study examined the effectiveness of PBL on candidate science teachers’ understanding of the first law of thermodynamics and their science process skills. This study also examined their opinions about PBL. Sample: The sample consists of 48 third-grade university students from the Department of Science Education in one of the public universities in Turkey. Design and methods: A one-group pretest–posttest experimental design was used. Data collection tools included the Achievement Test, Science Process Skill Test, Constructivist Learning Environment Survey and an interview with open-ended questions. Paired samples t-test was conducted to examine differences in pre/post tests. Results: The PBL approach has a positive effect on the students’ learning abilities and science process skills. The students thought that the PBL environment supports effective and permanent learning, and self-learning planning skills. On the other hand, some students think that the limited time and unfamiliarity of the approach impede learning. Conclusions: The PBL is an active learning approach supporting students in the process of learning. But there are still many practical disadvantages that could reduce the effectiveness of the PBL. To prevent the alienation of the students, simple PBL activities should be applied from the primary school level. In order to overcome time limitations, education researchers should examine short-term and effective PBL activities. 相似文献
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Päivi Hakkarainen 《Educational technology research and development : ETR & D》2009,57(2):211-228
This paper reports on a design-based research (DBR) process for designing, implementing, and refining a problem-based learning (PBL) course on educational digital video (DV) use and production at the University of Lapland’s Faculty of Education. The study focuses on the students’ learning processes and outcomes from the viewpoint of meaningful learning. The research subjects included two pilot students and ten students enrolled in the course. To promote the reliability of the findings, data of various kinds and from multiple sources were used, including video recordings of the PBL tutorial sessions. The results suggest that PBL offers a good model to support students’ knowledge and skills in producing and using educational DV. In addition, the results suggest that DV production can be used as a method to learn about the subject matter of the DVs. 相似文献
5.
The twofold purpose of this study is to identify engineering students’ perceptions of a problem-based learning environment and to analyse the influence of their personal situation, general interest in engineering and ability to succeed on their perception, after they were exposed to PBL for the first time. Based on an adjusted version of the problem-based learning environment inventory [Senocak, E. 2009. “Development of an Instrument for Assessing Undergraduate Science Students’ Perceptions: The Problem-based Learning Environment Inventory.” Journal of Science Education Technology 18 (6): 560–569], data regarding students’ perception were collected through a questionnaire survey and analysed by applying exploratory factor analysis and structural equation modelling. The analysis revealed a three-factorial PBL environment consisting of learning facilitator support, student responsibility and project quality, with strong influences of students’ personal situation on project quality, interest on the learning facilitator support and ability to succeed on students’ responsibility. Supporting students’ general interest in engineering seems to improve their perception of the learning facilitator support and ensuring students’ ability to succeed in a PBL environment seems to increase students’ awareness of their own responsibility. 相似文献
6.
The purpose of this study was to understand how an 8th grade science class used a structured problem-based learning (PBL) strategy to study volcanoes and to discuss some of the issues that science teachers might encounter when designing and implementing the PBL strategy. This study took place at Collins Middle School, which is located in a cosmopolitan community in Illinois. The PBL lessons, which a teacher taught cooperatively with his student-teacher, required ten class periods to study two real-life volcanic phenomena. The guiding research questions were: (a) in what ways did the teachers (Mr. Brown and Ms. Jones) facilitate student learning about volcanoes using the PBL strategy?; and (b) what were the students’ engagements like during the PBL classes on a volcano unit? This study’s findings supported three main assertions: first, the teachers’ questions and group dynamics guided and facilitated the students’ course of learning; second, with the teachers’ specific guidance, the students collaboratively built up their supporting evidence; most of the supporting evidence was much more developed than just listing the terms or simple facts on volcanoes; and, third, there existed a tension between the teachers’ ideals and the implementation of the PBL strategy. They tended to slip into the traditional role of focusing on scientific facts about volcanoes. 相似文献
7.
ABSTRACTMuch research has been conducted to investigate the effects of inquiry-based learning on students’ attitude towards science and future involvement in the science field, but few of them conducted in-depth studies including young learners’ socio-cognitive background to explore mechanisms which explain how inquiry experiences influence on career choices. Hence, the aim of this study was to investigate in what ways and to what extent the inquiry learning experiences in school science affect students’ future career orientation in the context of socio-cognitive mechanisms based on socio-cognitive career theory(SCCT). For the purpose, Programme for International Student Assessment (PISA) 2015 data were used focusing on science literacy, and the sample of Finnish 15-year-old students (N?=?5782) was analysed by structural equation modelling with the hypothesised Inquiry-SCCT model. The results of the study showed that inquiry learning experiences were indicated as a positive predictor for the students’ career aspiration, and most of its effects were mediated by outcome expectations. Indeed, although self-efficacy and interest in learning science indicated positive correlations with future aspiration, outcome expectation presented the highest correlation with the science-related career. Gender differences were found in the model, but girls indicated higher outcome expectation and career aspiration than boys in Finland. 相似文献
8.
Problem-based learning (PBL) constitutes a promising way of integrating academia and social work practice because PBL fosters engagement with real-life problems and enhances important skills needed in social work practice. However, little attention has been given to social work students’ experiences of PBL. In this article we address this gap by exploring experiences of learning and learning preferences among master’s-level students in a Danish social work education setting where extensive problem-based project work is used. We find a discrepancy between students’ preferred learning and when they experience learning the most. Possible reasons for this discrepancy, and implications for teaching, are discussed. 相似文献
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Jack OFarrell 《Action Learning: Research and Practice》2018,15(1):61-67
This account relates my experiences as facilitator of an action learning set on a DBA cohort comprising international students and myself. It outlines the reasons for my selection as facilitator and describes my initial expectations and assumptions of action learning. I chart the difficulty in separating the ‘what’ of my own research from the ‘how/why’ of the action learning set. The account discusses my experiences as a new facilitator and my attempts to engage fellow students in the set in order to gain a collective benefit. I reflect on the challenges encountered in progressing the action learning set caused by a lack of common understanding within the set of the expectations and potential benefits of an action learning approach, and also the feasibility of maintaining a successful action learning set separated by geography, time zones, and language. The account also discusses the practical, technology-supported approaches to facilitating the action learning set. 相似文献
11.
Julia Bandini Sara Shostak David Cunningham Wendy Cadge 《Assessment & Evaluation in Higher Education》2016,41(3):414-426
Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students’ learning. This qualitative study builds on previous research on assessment by asking what students in one American university department see themselves learning in the sociology major. Rather than asking students to reflect on what we think they are learning, we asked open-ended questions about skills, topics and modes of education they considered most significant to their learning. The 25 sociology majors in our study included second-year students, graduating fourth-year students and alumni who had graduated five years prior, enabling us to compare what students have learned or are learning across cohorts. Our findings demonstrate that students emphasise a common collection of skills, topics and – especially – modes of learning in the major, despite their various course selections and interests within the discipline, and also that majors’ orientations to sociology vary as they move through, and beyond, the undergraduate curriculum. 相似文献
12.
Charlotte Silén 《Higher Education》2006,51(3):373-385
In this article, the concept of approach related to tutor functioning in problem-based learning (PBL) is explored and the significance of a phenomenological perspective of the body in relation to learning and tutoring is investigated. The aim has been to understand the concept of approach in a context where the individual, thoughts, emotions and body are regarded as a whole in a learning process – a non-dualistic entity. The analysis is primarily based on Merleau-Ponty (Phenomenologie de la Perception. Editions Gallimard, Kroppens fenomenologi. Oslo: Pax) and Leder (1990). The outcome of the analysis is related to the pedagogical view that characterises PBL and tutoring in base groups. An earlier study (Silén Licentiate thesis n 3/1996. Linköping University) about tutor functioning in PBL was the starting-point for the exploration. On the basis of the phenomenological analysis, I assign approach the following meaning: - the total message expressed by ‘the lived body’ in interaction with its life world. The analysis indicates that the tutor’s approach influences group work in different ways. One of phenomenology’s most important messages implies that the tutor’s approach should be characterised by ‘presence’, attention on the students and what is happening in the group, and not on the tutor’s own actions and thoughts. The ability to be ‘present’ is possible when the knowing is rooted in the lived body. This conclusion brings to the fore the necessity of the tutor’s own understanding of the ideas of PBL and the underlying theories, and also highlights the importance of regarding tutor training as an ongoing learning process. The focus of the exploration has been on the tutor in PBL. In principle, I would argue that a corresponding line of reasoning is applicable to tutoring and learning in general. 相似文献
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Judith Guevarra Enriquez 《Learning, Media and Technology》2011,36(1):39-53
This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed. 相似文献
14.
Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning 总被引：4，自引：3，他引：1
Sofie M. M. Loyens Joshua Magda Remy M. J. P. Rikers 《Educational Psychology Review》2008,20(4):411-427
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates
to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between
SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving
students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does
not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are
developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity
of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners. 相似文献
15.
马玲玲 《湖北广播电视大学学报》2010,30(7):134-135
项目驱动教学法是一种新型教学模式和学习方法,它是师生通过共同实施一个完整的项目而进行的教学活动。在大学英语教学中应用项目教学法可以有效培养学生英语自主学习能力,而评价方式是有效实施项目教学的重要环节。建立多元评估模式是项目驱动教学培养学生英语自主学习能力取得显著成效的重要保证。 相似文献
16.
This paper investigates the process and meaning of problem-based learning (PBL) that students may experience. The Project Cycle Management method was taught and utilised as an instrument of PBL at a Japanese women’s college over a period of 5 years. The study closely examined what and how students learned in PBL from the perspectives of cognitive, social, and internal aspects. Despite the relative ignorance about the internal aspect of learners in previous research, the results of the study revealed that the internal aspect is inseparably linked with the other two aspects, and the three of them simultaneously undergo their own changes in the PBL process. That is, meaningful learning experiences seem to be no less importantly affected by the feelings or internal aspect of learners than by cognitive and social counterparts. Then, beyond knowledge building and skill acquirement, PBL may have contributed to broadening learners’ perspectives and promoting their personal development. In this regard, PBL can be defined anew, from an angle different from that of previous research, as learning that can generate rich and varied emotions in learners concurrently as they face problems, enable them to acquire subject matter knowledge and relational skills through dialogue, and eventually guide them to the threshold of personal transformation. 相似文献
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This article examines teacher professional learning about pedagogy for teachers of students with severe intellectual disabilities within broader teacher education and pedagogical frameworks for this group of learners. The article presents and discusses findings from a USA–England research project, involving classroom observations and interviews with nine teachers of students with severe intellectual disabilities from four specialist public school settings, intended to explore teachers’ pedagogical decision-making and learning. The theoretical lens of situated learning and the conceptual lens of evidence-based practice are used to contextualise and examine the teachers’ views about the what, how and when they learn about pedagogical approaches and strategies. Teachers emphasised the situated and interactional nature of their learning, particularly highlighting the personal responses of students and their relationship with these students. They use this knowledge and understanding to adapt evidence-based strategies and programmes and inform their pedagogical decisions. This affords the concepts of ‘situated generalization’ and ‘practice based evidence’ an influential role in how teachers engage in the process of pedagogical decision-making. An implication for teacher educators is the need to support teachers in making connections of new pedagogical understandings and skills with the individual learning profiles and responses of their students with severe intellectual disabilities. 相似文献
18.
In a technologically driven society, math and science students in the United States are falling further and further behind their international counterparts, resulting in an influx of STEM focused, reformed K-12 schools, including schools focused on project-based learning (PBL). This article reports a study of the effectiveness of PBL on high school students' performance on state mandated standardized mathematics and science achievement measures. Manor New Tech High School is a nationally recognized model STEM school, with a diverse student population, where all instruction is delivered through PBL. Although there is ample research suggesting that PBL is advantageous for increasing STEM learning compared to conventional teaching approaches, there is a lack of studies randomly assigning students to receive PBL. Further, some of the effects observed for students attending project-based schools could be due to a self-selection bias for students or parents that choose such an alternative learning environment. This study addresses both of these concerns and found that students taught through PBL, as a group, matched performance of conventionally taught students on all science 11th grade and mathematics 9th, 10th, and 11th grade TAKS achievement measures and exceeded performance by a scale score increase of 133 for the 10th grade science TAKS measure by (B = 133.082, t = 3.102, p < .05). One possible explanation of the differences observed in this study could be the TAKS instrument used to capture student math and science achievement that interprets “real-life applications” of content differently between math and science questions. These results align with literature on the effects of PBL and deepen our understanding of these effects by providing a controlled study with random assignments to the PBL experience. Future research looking at the effect of PBL on achievement on the PISA could be beneficial in identifying benefits of PBL implementation in schools. 相似文献
19.
The relationship between student-generated learning issues and self-study in problem-based learning 总被引：1，自引：0，他引：1
A major assumption of problem-based learning (PBL) is that learning issues, generated by students while discussing a problem, are used as guides for self-directed learning activities. This assumption, though basic to PBL, has never been tested. At the University of Limburg, the Netherlands, two procedures have been developed that reflect the extent to which students are able to identify important learning issues given a particular problem, and whether subsequent, independent, learning corresponds with these learning issues. The focus of the present article will be on the relationship between the two. We have explored to what extent student-generated learning issues are a major factor influencing the nature of students' self-study, or whether other factors may be involved in decisions on what to study and how much time to spend on topics selected. First, the production of learning issues was studied and represented as the percentage of overlap between learning issues raised by students and pre-set faculty objectives for each problem. The second procedure consisted of the administration of a Topic Checklist (TOC) which purports to measure students' actual self-directed learning activities. The TOC consists of a list of topics specifying the intended course content. Students were asked to indicate on a five-point Likert scale how much time they had spent studying each topic and to what degree they had mastered that topic. Third, learning issues and TOC topics were compared directly in a qualitative sense. Comparisons between the procedures revealed that a low proportion of variance of TOC scores could be predicted from the percentage of faculty objectives identified for each problem and the direct match between learning issues and TOC scores. It is concluded that scrutinizing student-generated learning issues and topics covered during self-study may provide information about what content is covered by students in tutorial groups. The discrepancy between the results of the measurements suggests, however, that learning issues produced during group discussion are not the sole source on which students base self-study decisions. Several other factors may be involved, such as tutor guidance, content already covered in previous units, issues raised during sessions with resource persons, and the nature of the learning resources available. Therefore, the relationship between learning issues and content covered during self-study is not as straightforward as is suggested. 相似文献
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Galyna Lutsenko 《European Journal of Engineering Education》2018,43(6):895-910
The analysis of the current state of the Ukrainian system of engineering education indicates the prevalence of traditional teaching–learning approaches in contrast to the modern needs of the labour market. Many universities across the world use the problem/project-based learning (PBL) which is an effective approach for the development of design and management skills of engineering students. The paper describes a detailed structure of a PBL course in project management and practical experience related to its implementation in an engineering degree programme at Bohdan Khmelnytsky National University of Cherkasy. Also, the results of surveys carried out in order to study the students’ generic competences’ development and perception of the PBL process are presented. The results show that students understand the diversity of PBL aspects and the influence of the PBL approach on their professional characteristics such as teamwork, ability of self-directed learning, communication and problem-solving skills. 相似文献