An Investigation into Pre-Service Teachers’ Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)

Mohamed, Musa El Sharief

doi:10.5430/wje.v5n3p44

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…Relevant literature on PBL begins to diminish as the search for PBL's effectiveness targets pre-service teachers' perceptions towards being taught using a PBL model (for example, Erdogan & Senemoglu, 2017;Mohamed, 2015;Pepper, 2013). Erdogan and Senemoglu (2017) applied the principles of PBL in a testing and evaluation subject to investigate pre-service teachers' opinions about being taught using a PBL approach.…”

Section: Problem-based Learning For Developing Pedagogical Content Kn...mentioning

confidence: 99%

Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

Martin¹,

Jamieson-Proctor²

2022

ijpbl

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The study reported in this paper was part of a larger study that explored pre-service teachers’ perceptions of the effective-ness of a problem-based learning (PBL) teaching approach for developing their mathematics pedagogical content knowledge (PCK) and their ability to enact their PCK in a tertiary mathematics education subject. This paper reports the qualita-tive semi-structured interviews used to capture the student voice with respect to the impact of the PBL approach used on the development of their mathematics PCK in comparison to their previous experiences with teacher-directed instruction. Overall, responses from the interviews revealed the pre-service teachers considered the PBL method used in this study was a more effective way to learn compared to being taught using a teacher-directed instructional approach, and further, that they will most likely use PBL when they become teachers.

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Section: Problem-based Learning For Developing Pedagogical Content Kn...mentioning

confidence: 99%

Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

Martin¹,

Jamieson-Proctor²

2022

ijpbl

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“…One of the obstacles is the lack of time (Burris & Garton, 2007). Due to short teaching hours, there were unfavorable opinions regarding the availability of time for the use of PBL in the classroom (Mohammed, 2015). Nurlaily et al (2019) explained when guiding both individual and group investigation, teacher must direct the process of group discussion because the students are not used to building knowledge based on the provided problem on the worksheet.…”

Section: Introduction Problem-based Learningmentioning

confidence: 99%

Critical thinking skill through problem-based learning with problem posing within-solution

Kertiyani

Fatimah

Dahlan

2022

Journal of Mathematics and Science Teacher

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Problem-based learning (PBL) is considered to improve students' critical thinking (CT) skills. However, there are several obstacles to implementing this instructional model. PBL is highly time-consuming and creates a high cognitive load, so it is not suitable for all students, especially students with low prior knowledge. To investigate this problem, we conducted a quasi-experiment to study the difference in the improvement of CT skills between students who study using PBL and student who study using PBL with problem posing within-solution (PPWS). The sample of this research is 71 high school students in Mataram City. The result revealed that there was no difference in the enhancement of CT skill between students who learn using PBL and student who learn using PBL with PPWS. This means we can substitute PBL into PBL with PPWS to foster student CT skills.

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“…In addition, through a scientific approach, students are encouraged to be better able to observe, ask questions, reason, think scientifically (Ahlam & Gaber, 2014), and communicate or present things learned from natural phenomena or direct experience. Models that support the scientific process, such as Problem Solving or inquiry, Discovery Learning (Alberida et al, 2022;Utami et al, 2021) and Project Based Learning (Borhan, 2014;De, 2014;Lee et al, 2014;Mohamed, 2015;Temel, 2014).…”

Section: ▪ Introductionmentioning

confidence: 99%

Development of Scientific Approach-Based Learning Videos to Improve Student Learning Outcomes on Cell Biology

Nasution¹,

Adlini²

2022

JPMIPA

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The use of learning video media can attract students' attention so that it fosters curiosity and is motivated to learn. This study aims to determine the level of feasibility of learning video media based on the scientific approach that was developed. The eligibility criteria for the learning video used is validity. The development model used refers to the Borg and Gall model, where there are two main criteria, namely the design of learning videos and validation of learning videos. Assessment of the validity of the instructional video was evaluated by material experts and media experts. The test results are declared valid with an average percentage of 90% material experts, the average percentage of media experts is 90.8%. And the average percentage of the results of the limited field trial is 91.55%. The student learning outcomes have an N-Gain score of 0.60, this indicates a moderate category, the percentage of N-Gain Score is 60.09% with a fairly effective category. The overall results indicate that the learning video media based on a scientific approach is very feasible to be used as a medium for learning biology on cell material. The results of this study are expected to improve students' scientific thinking skills so that students have the ability to solve any problems they face and have high learning outcomes.

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An Investigation into Pre-Service Teachers’ Perceptions of Learning Primary School Science Using the Method of Problem Based Learning (PBL)

Cited by 5 publications

References 10 publications

Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

Pre-service Teachers’ Perceptions of Problem-based Learning for Developing Their Mathematics Teaching Pedagogy

Critical thinking skill through problem-based learning with problem posing within-solution

Development of Scientific Approach-Based Learning Videos to Improve Student Learning Outcomes on Cell Biology

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