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1.
Erica Macho-Stadler Maria Jesús Elejalde-García 《European Journal of Engineering Education》2013,38(4):408-416
Active learning methods can be appropriate in engineering, as their methodology promotes meta-cognition, independent learning and problem-solving skills. Problem-based learning is the educational process by which problem-solving activities and instructor's guidance facilitate learning. Its key characteristic involves posing a ‘concrete problem’ to initiate the learning process, generally implemented by small groups of students. Many universities have developed and used active methodologies successfully in the teaching–learning process. During the past few years, the University of the Basque Country has promoted the use of active methodologies through several teacher training programmes. In this paper, we describe and analyse the results of the educational experience using the problem-based learning (PBL) method in a physics course for undergraduates enrolled in the technical telecommunications engineering degree programme. From an instructors’ perspective, PBL strengths include better student attitude in class and increased instructor–student and student–student interactions. The students emphasised developing teamwork and communication skills in a good learning atmosphere as positive aspects. 相似文献
2.
One of the most fundamental innovations in higher education is the introduction of the method known as problem-based learning (PBL). While literature has largely focused on its learning goals and the transition from lectures to tutorials, little research has problematised why this is a successful methodology and what we consider as students’ success. Drawing upon various ethnographic techniques, the authors analyse PBL as a field of expectations in light of Expectation-Value Theory. Beyond merely showing that PBL is a culturally constructed practice, the article elaborates on how students’ expectations inform practices, performance and evaluation, which is important for assessing the successfulness of the method. By discussing students’ expectations, dynamics and power relations, the present article is a contribution to the research addressing what has come to be known as the ‘black box’ of PBL. 相似文献
3.
Antonia Scholkmann 《Education and Information Technologies》2017,22(6):2857-2870
Although advocated in theory, research findings on the benefits of ICT integration into inquiry-based learning arrangements such as problem-based learning (PBL) are still ambiguous. One explanation might be that until now students’ subjective views on learning in ICT-integrated, inquiry-based arrangements have not been considered extensively. The aim of the present study was to shed light on how students’ attitude towards various face-to-face and ICT-supported learning opportunities within a PBL course related to the learning outcomes, namely participants’ competence acquisition. To this end, a sample of n = 46 pre-service teacher students in a blended PBL course on pedagogical diagnostics for business and vocational education answered an online questionnaire. The questions explored the quality of the learning experience in the face-to-face and ICT-supported elements, and the students’ perceived competence acquisition. Data was analyzed with multiple regression analysis. Subjective satisfaction with the learning experience predicted competence acquisition for both face-to-face and ICT-supported course elements, but only if they were interactive in nature. In conclusion, ICT integration in a PBL course is not necessarily a threat but a benefit; however, this is true only when it is used within active and engaging learning opportunities. 相似文献
4.
K. Gavin 《European Journal of Engineering Education》2011,36(6):547-558
5.
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
6.
The benefits of problem-based learning (PBL) to student learning have prompted researchers to investigate this pedagogical approach over the past few decades. However, little research has examined how PBL can be applied to mathematics learning and teaching, especially in countries like Taiwan, where the majority of teachers are accustomed to lecture methods and students are used to this style of teaching. This study examines the actions of a teacher and her class of 35 fifth-grade students (10–11-year-olds) as they tried to take on and respond to the demands of their new roles as “facilitator” and “constructors”, respectively, during a one-year PBL intervention in a Taiwanese mathematics classroom. Our findings provide insights into classroom participants’ role transition, from a customary role to a new role, when engaging with PBL. We identify an interrelationship between the teacher and student roles and discuss implications for the implementation of PBL at the primary education level. 相似文献
7.
Ann-Marie Bathmaker James Avis 《Discourse: Studies in the Cultural Politics of Education》2013,34(5):731-748
This article explores constructions of teacher identities at a time of significant changes to public service professionalism. The article draws on different discourses of professionalism, contrasting ‘organisational’ and ‘occupational’ professionalism, with discourses of ‘personal’ and ‘critical’ professionalism, to explore changing meanings and enactments of teacher professionalism in the 2000s. Narratives of three novice teachers, followed over eight years, are used to consider the impact of dominant discourses of ‘organisational’ professionalism in English further education, resulting in inbound, outbound and peripheral trajectories. In response, the article considers how practitioners might engage critically with current changes, arguing that it is necessary to work with what matters to teachers, such as their relations with students, teaching and learning and subject specialism. Such work might create, at least temporarily and locally, spaces in which more favourable conditions towards socially just and enabling educational practices can be worked towards. 相似文献
8.
It is argued here that for problem-based learning (PBL) to succeed, a sound programme of staff development is required. This paper highlights, from both the literature and from experience, that there is limited research into the process and management of PBL staff development. The current shift towards PBL within higher education suggests that staff development needs to be a key component in any PBL implementation strategy. This paper focuses on the experience of introducing PBL into Nursing and Midwifery curricula at the University of Dundee. It is argued that the staff development described played a key role in the effectiveness of the subsequent implementation of PBL. The key components of such a programme are described with evaluatory evidence to support its efficacy. Recommendations are made for those considering implementing PBL into the curriculum. 相似文献
9.
Signs of Erosion: Reflections on Three Decades of Problem-based Learning at Maastricht University 总被引：1，自引：0，他引：1
Nowadays many schools in higher education implement problem-based learning to foster active learning processes by students.
In some schools with a number of years of experience with this approach, phenomena can be observed which indicate signs of
wear. The implementation of a large-scale innovation such as problem-based learning (PBL) seems to provoke different activities
and attitudes in those actors who are most involved. Students and staff members seem to behave in a way which could be counterproductive
to the development of self-directed learning. In the first part of this paper, we briefly describe the cognitive psychological
background of PBL. In the second part various adjustments observed in problem-based curricula and their effects on students’
learning are analyzed. Arguments are presented about adverse effects on the implementation of this educational innovation.
Special attention is given to teachers’ concerns. In the third part suggestions are made about ways to revitalize PBL processes
as well as suggestions about effecting educational innovations on a more solid basis 相似文献
10.
Ivan S. Gibson 《European Journal of Engineering Education》2003,28(3):331-337
The paper begins with an overview of project-based learning (PBL) teaching and assessment methods that have been developed as an integral part of a 4-year undergraduate engineering degree programme in Galway, Ireland. The course described was first introduced as a ‘solo-run’ by the author in 1989. The paper goes on to describe comprehensive changes affecting higher educational establishments in Ireland and, in particular, those changes currently taking root in Galway. One such change is the encouragement to introduce a variety of teaching and assessment methods, including PBL. From ‘solo-run’ towards accepted mainstream thinking—interesting times! 相似文献
11.
Leslie Robinson 《Journal of Further & Higher Education》2016,40(4):466-485
This study used grounded theory methodology to investigate whether learning in a problem-based learning (PBL) group was influenced by student demographic diversity. Data comprised observations, in the form of video footage, of one first-year PBL group carried out over the period of an academic year, along with student interviews. Using the concepts of ‘face’ and face-threatening acts to critically explore student interactions, it appeared that inter-generational issues could reflect and create positions of power. At interview, all individuals constructed themselves as similar to or different from others in the group first and foremost by age, suggesting this is a primary concern for students. The data also highlighted many occasions, linked to generational difference, where students failed to share knowledge and experiences or to engage critically in deep exploratory learning. This finding has not been reported previously in the PBL literature. 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
13.
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
14.
促进学习者高阶认知和问题解决能力的发展,是当代教学设计的核心诉求之一。问题化学习(PBL)虽致力于此,但实践效果却不够理想。面向高阶认知发展的成长式问题化学习(GPBL),是在分析PBL的价值与困境的基础上所提出的一种扬长避短的教学设计方法。它将学习置于复杂而真实的问题空间中,使其难度可随学习者能力发展而循序渐进动态变化,进而促进其高阶认知发展。以此方法开展的“教育游戏设计”教学案例表明,学习者在复杂问题解决、远迁移、合作及编程等能力上,都有较为明显的发展,这在一定程度上验证了设计目的。 相似文献
15.
In problem-based learning (PBL), the role of a tutor or facilitator is different from what is typically considered as the role of a traditional teacher. In addition to being a subject-matter expert, the facilitator is also expected to be ‘socially’ and ‘cognitively congruent’. In this study, we analyze the survey responses from more than 10,000 students in order to better understand their perceptions of what makes a good or poor facilitator, and to identify specific qualities related to social congruence, cognitive congruence and use of expertise. Students’ comments for the highest and lowest scoring groups of facilitators were analyzed qualitatively using inductive data analysis strategies. The following themes were identified: for social congruence—facilitator personality, relating to students, professionalism, motivating students, and learning environment; for cognitive congruence—scaffolding learning, and communication skills; for use of expertise—content knowledge and experience, and stretching students’ learning. Coding of students’ feedback also demonstrated that students most frequently commented on issues related to facilitators’ social congruence. Our findings indicate that social congruence encompasses skills which facilitators may improve on. We also argue that understanding students’ perspectives is critical especially in a learner-centred approach such as PBL and therefore propose that our findings provide useful input for the professional development of PBL facilitators. 相似文献
16.
A consensus is emerging for meta-analyses regarding a range of selected topics in pharmacology education. This review provides a critical overview of problem-based learning (PBL) in pharmacology education. Based on several inclusion criteria, databases were searched, and 37 controlled trial studies were identified and extracted. The meta-analysis found that PBL had a positive effect on gaining higher theoretical scores (SMD = 6.77, 95% CI [5.23, 8.31], p < 0.00,001) assessed through examinations. The results of questionnaires for students’ feedback showed that PBL was superior to conventional teaching methods in improving students’ outcomes of self-study, learning interest, team spirit, problem solving, analyzing, scope of knowledge, communication, and expression. These results suggest that PBL in pharmacology education is considered superior to traditional lecture-based learning. 相似文献
17.
18.
JOHN J. SPARKES 《European Journal of Engineering Education》1999,24(2):183-188
Distinctions are drawn between different kinds of learning (such as ‘understanding’, ‘factual knowledge’ and ‘skills’) and between different kinds of learners (such as ‘holist’ versus ‘serialist’ learners, and between ‘visualizers’, ‘verbalizers’ and ‘oers’) so that teaching methods can be matched to them. Learning-centred teaching therefore involves adopting teaching methods, such as ‘student-centred learning’, ‘active learning’, ‘didactive teaching’, ‘problem-based learning’, etc., where they are appropriate, but not where they are inappropriate. 相似文献
19.
Mona Lisa Dahms Jens Frederik Dalsgaard Nielsen 《European Journal of Engineering Education》2017,42(6):1196-1219
Problem-based learning (PBL) is one among several approaches to active learning. Being a teacher in a PBL environment can, however, be a challenge because of the need to support students’ learning within a broad ‘landscape of learning’. In this article we will analyse the landscape of learning by use of the study activity model (SAM) developed by the Danish University Colleges, with the aim of investigating to which extent this may lead to explication and clarification concerning the challenges faced by teachers in a PBL environment. In the case study, the SAM is applied to the first semester of an engineering programme at Aalborg University, a university setting where the PBL approach to teaching and learning is dominant. The results of the analysis are presented and discussed, and the conclusion is that the model, in spite of some shortcomings, is useful in clarifying the role of the teacher in a PBL environment. 相似文献
20.
Frances Howard 《The International Journal of Art & Design Education》2020,39(3):672-685
Art education is often praised for its engaging programmes and inclusive pedagogies, with many initiatives created with the intention of widening access for those who are deemed to be lacking. This article investigates one such programme – the young people’s Arts Award, which is a nationally recognised qualification for young people aged 11–25. I call upon a range of pedagogies in order to critique the Arts Award within the context of informal and alternative education settings in the United Kingdom. Drawing on a 12‐month ethnographic study, the research was conducted across five diverse programmes which included youth work projects and alternative provision. I present two cases – ‘learning to be an artist’ and ‘learning to behave’ – which demonstrate a hierarchy of pedagogy in the application of this programme across these particular contexts. Artists’ Signature Pedagogies are used as an analytical framework to explore the affordances of working with artists through the programme. Further, I engage with the Pedagogy of Poverty to demonstrate that young people who were classified as ‘dis‐engaged’ were more likely to receive lower quality programmes, low‐level work and over‐regulated teaching. I argue that despite changes to the ways that young people access art education, there continues to be unequal opportunities. This finding is significant for not only creative practitioners and youth arts workers, but also arts education policy makers and programmers. 相似文献