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1.
Theory to reality: a few issues in implementing problem-based learning   总被引：1，自引：0，他引：1  
The success of an intervention depends not only upon its theoretical soundness, but also on proper implementation that reflects the guidelines derived from its theoretical conception. Debates surrounding the effectiveness of problem-based learning (PBL) have focused on its theoretical conception and students’ learning outcomes, but implementation is seemingly absent from the picture. This paper attempts to describe what research evidence is needed to fill in this missing information and provide a clearer picture of PBL. The author examines current PBL implementation practices and identifies potentially confounding variables that may play a role in inconsistent or conflicting research results in PBL. For example, various models of PBL have been developed and implemented to afford the specific instructional needs of the institution or learner population. These PBL models are in fact quite different in terms of the nature of problem solving and the degrees of self-directed learning, which theoretically, should result in different types of learning outcomes. Without distinguishing the models used, the results of comparative PBL research could have been confounded. Furthermore, human factors are another set of confounding variables that could influence the students’ learning processes and consequently affect PBL implementations and research results. To remedy these problems and reach PBL’s full potential, as well as obtain a more accurate picture of PBL as an instructional method and its effects on students’ learning, some fundamental changes are needed.  相似文献   

2.
The aim of this study was to compare the achievement of prospective primary science teachers in a problem-based curriculum with those in a conventional primary science teacher preparation program with regard to success in learning about gases and developing positive attitudes towards chemistry. The subjects of the study were 101 first year undergraduate students, who were in two different classes and who were taught by the same lecturer. One of the classes was randomly selected as the intervention group in which problem-based learning (PBL) was used, and the other as the control in which conventional teaching methods were used. The data were obtained through use of the gases diagnostic test (GDT), the chemistry attitude scale (CAS), and scales specific to students’ evaluation of PBL such as the peer evaluation scale (PES), self evaluation scale (SES), tutor’s performance evaluation scale (TPES) and students’ evaluation of PBL scale (SEPBLS). Data were analysed using SPSS 10.0 (Statistical Package for Social Sciences). In order to find out the effect of the intervention (PBL) on students’ learning of gases, independent sample t-tests and ANCOVA (analysis of co-variance) were used. The results obtained from the study showed that there was a statistically significant difference between the experimental and control groups in terms of students’ GDT total mean scores and, their attitude towards chemistry, as well as PBL has a significant effect on the development of students’ skills such as self-directed learning, cooperative learning and critical thinking.  相似文献   

3.
This study investigated the effects of problem-based learning on students’ beliefs about physics and physics learning and conceptual understanding of Newtonian mechanics. The study further examines the relationship between students’ beliefs about physics and their conceptual understanding of mechanics concepts. Participants were 124 Turkish university students (PBL = 55, traditional = 69) enrolled in a calculus-based introductory physics class. Students’ beliefs about physics and physics learning and their physics conceptual understanding were measured with the Colorado Learning Attitudes about Science Survey (CLASS) and the Force Concept Inventory (FCI), respectively. Repeated measures analysis of variance of how PBL influence beliefs and conceptual understanding were performed. The PBL group showed significantly higher conceptual learning gains in FCI than the traditional group. PBL approach showed no influence on students’ beliefs about physics; both groups displayed similar beliefs. A significant positive correlation was found between beliefs and conceptual understanding. Students with more expert-like beliefs at the beginning of the semester were more likely to obtain higher conceptual understanding scores at the end of the semester. Suggestions are presented regarding the implementation of the PBL approach.  相似文献   

4.
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.
Over the past 40 years, problem-based learning (PBL) and enquiry-based learning (EBL) approaches have been used in a variety of professional training courses. More recently online versions of these pedagogies have been developed. This paper explains how online PBL and EBL activities have been incorporated into the professional training of educational psychologists, at the University of Birmingham, UK. Three examples of such activities are presented, together with data gathered during implementation which has helped to evaluate this work. There is a discussion of some of the emerging themes that have been generated and implications for the future use of online PBL/EBL in the training and continuing professional development of educational psychologists.  相似文献   

6.
Small-group problem-based learning as a complex adaptive system   总被引：1，自引：0，他引：1  
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.  相似文献   

7.
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   

8.
This research study aims to examine the effectiveness of a problem-based learning (PBL) on 9th grade students’ understanding of intermolecular forces (dipole–dipole forces, London dispersion forces and hydrogen bonding). The student’s alternate conceptions about intermolecular bonding and their beliefs about PBL were also measured. Seventy-eight 9th grade students were stratified by cognitive levels and then randomly assigned to experimental (PBL, 40 students) and control (lecture-style teaching, 38 students) groups. Following a preparatory lesson where activation and remediation of existing knowledge occur, a pre-test was given, and no significant difference was found between the two groups of students (p > .05). After the instruction was completed, a post-test and also a questionnaire related to the quality of the problem, the teacher’s role and group functioning were administered. Results from the post-test of both groups (p < .05) and questionnaire showed that PBL is affective on students’ achievement, remedying formation of alternate conceptions and also social skills.  相似文献   

9.
Reflective-thinking skills are important in problem-based learning environments as they help learners become deeply engaged in learning. The literature suggests several instructional-design factors (e.g., environment, teaching methods, scaffolding tools) that may prompt reflection in learners. However, it is unclear whether these factors differ based on age or developmental stage. The results of this study indicate that middle-school students perceive the learning environment factor as more important to prompting their thinking, while college students perceive the scaffolding methods factor as more important. While the elements clustered into two factors, most college students disagreed with their helpfulness in prompting reflective thinking, a finding opposite to that obtained for middle-school students. Different patterns were also found between learners’ perceptions of the most helpful elements within each factor. Based on these results, suggestions are given for designing developmentally and age-appropriate PBL learning environments that support reflective thinking.  相似文献   

10.
Medical schools are increasingly looking to case-based formats such as problem-based learning (PBL) for their medical students. However, the effects of PBL have not been adequately assessed for an informed decision. An approach to assessment should consider not just the knowledge outcomes expected of all students, but should be tailored to the theoretical goals of PBL: clinical reasoning, integration of scientific and clinical knowledge, and lifelong learning skills. This means that problem-solving processes as well as products need to be measured. In addition, cognitive measures associated with expert performance can be used to assess the extent to which PBL affects the development of expertise. In this study, students taking an elective in PBL were compared with students taking other electives on a realistic pathophysiological explanation task. The problem-solving protocols were examined for coherence, use of science concepts, strategy use, and self-directed learning. The results indicate that cognitive measures can be used to distinguish students who have participated in PBL from their counterparts in terms of knowledge, reasoning, and learning strategies. This suggests that such measures may play a meaningful role in assessment of student learning.  相似文献   

11.
Computer Technology Integration and Student Learning: Barriers and Promise   总被引：1，自引：1，他引：0  
Political and institutional support has enabled many institutions of learning to spend millions of dollars to acquire educational computing tools (Ficklen and Muscara, Am Educ 25(3):22–29, 2001) that have not been effectively integrated into the curriculum. While access to educational technology tools has remarkably improved in most schools, there is still concern about instructional integration of computer technology to support student learning. Appropriate integration of computer tools constitutes a major change in people’s lives; technology integration is a complex phenomenon that involves understanding teachers’ motivations, perceptions, and beliefs about learning and technology (Woodbridge, ). Although computer technology has a great potential to reform or even transform education, barriers come in the way of achieving success especially with student learning. This paper presents an overview of technology use in education with a focus on barriers to computer technology integration. Further, this paper provides suggestions to maximize the benefits of learning with computer technology.  相似文献   

12.
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.  相似文献   

13.
Self-directed and social forms of learning are fundamentally different from traditional didactic educational settings from which students are selected for veterinary, medical and other professional degree courses. It is therefore expected that a mismatch may emerge between students’ conceptions of effective learning and expectations inherent to the new learning environments. The present study addressed this issue by examining 128 preclinical students’ predispositions towards two key elements in problem-based and case-based learning, namely self-directed and social forms of learning. A mixed method approach revealed converging evidence of students’ overwhelming preference for external, teacher regulation and individual forms of learning. External regulation was consciously invoked as a coping strategy in managing large amounts of complex information. Constructivist conceptions of learning were positively related to an appreciation of the cognitive benefits of social forms of learning, a relationship that has attracted little attention in the higher education literature. These findings stress the importance of guiding students’ transition towards learning autonomy required for social forms of learning and continuous lifelong learning after graduation.  相似文献   

14.
Education in this 21st century is concerned with developing intelligences. Problem solving in real-world contexts involves multiple ways of knowing and learning. Intelligence in the real world involves not only learning how to do things effectively but also more importantly the ability to deal with novelty and growing our capacity to adapt, select and shape our interactions with the environment. Knowledge in this new millennium is increasingly characterized by the creative integration of information and learning from diverse disciplines. Educators, policy makers and researchers need to be aware of new approaches of dealing with knowledge and information where problems can be used innovatively in pedagogies. Problem-based learning (PBL) is an inquiry-based pedagogy that is best rooted in sound understanding of the psychological processes of problem solving and the development of cognition. Whilst many educators support the need to develop multiple intelligences, few realize that one of the best ways to draw forth these intelligences is to understand the psychology of using real world problem scenarios and engaging inquiry. This paper addresses the state-of-the-art of PBL along three themes. The first is the psychology of cognition, metacognition, and self-regulation in problem-based pedagogies. The second is the idea of making thinking and mind visible through dialogue and inquiry. The third theme is the use of learning environments beyond the boundaries of the classroom to enhance problem-based thinking. Finally, the implications for educational innovation and practices are discussed.  相似文献   

15.
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these curricula in terms of expertise outcomes are not always conclusive. Based on the instructional implications resulted from research in the field of expertise development in general and in PBL curricula more specifically, we constructed and implemented a refined PBL design. With this redesign, we aimed for a more advanced level of (a) knowledge acquisition and use, (b) reasoning directionality, (c) diagnostic and problem solving accuracy. The aim of the present research was to compare the outcomes of a ‘traditional’ and a ‘refined’ PBL learning environment. For that purpose we measured the effects of the redesign on the students’ expertise profile. An experiment was conducted in a second year course on International Marketing. In the study 75 students participated. Using a multidimensional coding scheme, constructed on the basis of results of expertise research, we analysed students’ problem-solving performance. The results of this analysis indicate hat the experimental students outperformed the control students in various aspects of expertise when analyzing the problem: The experimental group demonstrated a more extensive use of domain-specific concepts and inferences, more inductive reasoning, and both diagnoses and solutions of higher quality.  相似文献   

16.
Pupils attaining relatively low or high standards compared with most other pupils may come to experience motivation and achievement problems leading to final dropout from education. To overcome these problems, a systemic educational approach is presented. Cognitive, social, motivational and self-regulative aspects of learning tasks and learning processes are related to instructional and wider educational contexts. The result is a ‘contextual learning theory’ which specifies three sets of educational conditions to improve learning: (1) differentiation of learning materials and procedures; (2) integration and support by Information and Communication Technology; and (3) strategies to improve development and learning. Information is provided about characteristics and development of pedagogical-didactic and software prototypes. The prototypes are tried out in practice in Dutch pre-school and primary and secondary education. First implementation results are discussed.  相似文献   

17.
Problem-based learning (PBL) as an educational practice continues to have great impact on all levels of education and across different disciplines. The aim of this experimental study is to examine the effects of PBL on prospective teachers’ academic achievements and self-regulation. The treatment group (n?=?36) and the control group (n?=?21) comprised Middle East Technical University Language Teaching Department senior students attending the Language Testing and Evaluation Course. Quantitative data were collected via an achievement test, an open-ended application exam and a scale on self-regulation in learning. Qualitative data were obtained through student interviews. The quantitative results revealed that PBL was effective for students’ knowledge, comprehension and application-level achievements, but it had no significant effects on their self-regulation. The content analysis of student interviews yielded some positive findings about the application of PBL in teacher education, its strengths and weaknesses as experienced during implementation, together with individual and group work processes involved. The study offers some suggestions for the application of PBL in large classes generally and specifically in a teacher education course.  相似文献   

18.
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire. Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because of existing orientations the teachers held for teaching their discipline. Implications for professional development taking into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges to using PBL.  相似文献   

19.
麦克玛斯特大学"问题学习法"   总被引：51，自引：0，他引：51  
本文从麦克玛斯特大学“问题学习法”(problern-based learning)实施过程的各个方面：教育目标、教学安排、教学活动、教学评价、教学资源等方面介绍了PBL的教学过程，总结了麦克玛斯特大学PBL课程设置以学生为本，培养学生的学习态度和终身学习的能力以及在教学过程中倡导以生物—心理—社会医学模式培养适合社会发展需要的医生的经验。  相似文献   

20.
This study examines middle school students’ learning and motivation as they engaged in a new media enriched problem-based learning (PBL) environment for middle school science. Using a mixed-method design with both quantitative and qualitative data, we investigated the effect of a new media environment on sixth graders’ science learning, their motivation, and the relationship between students’ motivation and their science learning. The analysis of the results showed that: Students significantly increased their science knowledge from pretest to posttest after using the PBL program, they were motivated and enjoyed the experience, and a significant positive relationship was found between students’ motivation scores and their science knowledge posttest scores. Findings were discussed within the research framework.  相似文献   

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