A Problem‐Based Learning Approach to Integrating Foreign Language Into Engineering

Neville, David; Britt, David W.

doi:10.1111/j.1944-9720.2007.tb03199.x

Cited by 16 publications

(20 citation statements)

References 40 publications

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“…Surprisingly, there is even less research on the Connections standard in higher education, although a study of pre-collegelevel learners (Pessoa, Hendry, Donato, Tucker, & Lee, 2007) suggests that in content-based instruction, a balance of academic content and focus on the language on the part of the instructor leads to gains in students' linguistic proficiency. At the college level, programs that combine foreign language instruction with another discipline (content-based instruction) are relatively rare, although there is evidence that such programs lead to increased interest in language learning, as well as prepare students, whatever their area of specialization, to work in a global society (Dupuy, 2000;Hoecherl-Alden, 2000;Neville & Britt, 2007). The success of our project shows that implementing an interdisciplinary, content-based approach to language learning (the Connections Standard) and linking students to communities speaking the target language (the Communities Standard) lead naturally to the kinds of cultural and linguistic comparisons advocated by the Comparisons Standard.…”

Section: Implementing the Standards In Higher Educationmentioning

confidence: 99%

Foreign Languages and Sustainability: Addressing the Connections, Communities, and Comparisons Standards in Higher Education

Horst

Pearce

2010

Foreign Language Annals

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This article describes an interdisciplinary collaboration that combined the study of German language with instruction in environmental issues (sustainable development). The project, involving both an independent study and a classroom unit, allowed students to make connections between disciplines, establish contact with German‐speaking communities outside the university, and make cultural and linguistic comparisons. By expanding the German‐language content on the Web site Appropedia.org, which is devoted to global sustainable development, students took an active role in learning by creating content that can be read and used by the global community of German speakers. This project provided a model for successful interdisciplinary instruction. The results of this study show that integrating environmental issues with foreign language study provides significant opportunities for students to increase their language proficiency, develop their understanding of concepts related to the environment, and become more involved in a global community through a virtual service learning project.

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Section: Implementing the Standards In Higher Educationmentioning

confidence: 99%

Foreign Languages and Sustainability: Addressing the Connections, Communities, and Comparisons Standards in Higher Education

Horst

Pearce

2010

Foreign Language Annals

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“…Years later Maastricht University (The Netherlands) became the second university in the world to employ it for its medical program (Smith et al, 2005;Bouhuijs, 2011). Nowadays, it has spread in engineering (Savery, 2006;Machika and Abrahams, 2014), architecture (Kingsland, 1989;Bridges, 2007), nursing and business (Rideout and Carpio, 2001), teacher education (Hmelo-Silver, 2004), and language learning (Neville and Britt, 2007;Andreu-Andrés and García-Casas, 2010) among other disciplines.…”

Section: Revista Complutense De Educaciónmentioning

confidence: 99%

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Andreu-Andrés

2015

Rev. Complut. Educ

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The hypothesis that the same educational objective, raised as cooperative or collaborative learning in university teaching does not affect students' perceptions of the learning model, leads this study. It analyses the reflections of two students groups of engineering that shared the same educational goals implemented through two different methodological active learning strategies: Simulation as cooperative learning strategy and Problem-based Learning as a collaborative one. The different number of participants per group (eighty-five and sixty-five, respectively) as well as the use of two active learning strategies, either collaborative or cooperative, did not show differences in the results from a qualitative perspective.

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“…In problem based learning, students work in cooperative groups to solve problems from daily life (Neville & Britt, 2007). These groups receive problem situations with scenarios about real life.…”

Section: Discussionmentioning

confidence: 99%

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

Balım¹,

Inel-Ekici²,

Özcan³

2016

JEL

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Problem based learning, in which events from daily life are presented as interesting scenarios, is one of the active learning approaches that encourages students to self-direct learning. Problem based learning, generally used in higher education, requires students to use high end thinking skills in learning environments. In order to use effectively for secondary students, concept cartoons can be integrated to problem based learning environment. Concept cartoons provide alternative views and help students at problem solving stage. So, in this study the effects of concept cartoons and problem based learning on students' inquiry learning skill perceptions and levels of relating knowledge with daily life were examined. Two experiment groups and one control group were formed and pre test-post test control group quasi experimental design was used in this research. During four weeks experimental practice, courses were continued with concept cartoon integrated problem based learning in experiment group 1 while only problem based learning was used in experiment group 2 and science program activities was used in control group. 553 sixth grade students (13-14 age group) from 9 different middle schools in Turkey participated in this study. Inquiry learning skills perception scale and knowledge-daily life relating open ended questions were used as data collection tools. In the result of the data anaylsis, it was found that students' inquiry learning skill perceptions scores differ significantly in favor of experiment groups. However, no significant difference found between groups in terms of knowledge-daily life relation scores.

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A Problem‐Based Learning Approach to Integrating Foreign Language Into Engineering

Cited by 16 publications

References 40 publications

Foreign Languages and Sustainability: Addressing the Connections, Communities, and Comparisons Standards in Higher Education

Foreign Languages and Sustainability: Addressing the Connections, Communities, and Comparisons Standards in Higher Education

Cooperative or collaborative learning: Is there a difference in university students’ perceptions?

Concept Cartoons Supported Problem Based Learning Method in Middle School Science Classrooms

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