Application of Problem-based Learning Strategy in Science Lessons – Examples of Good Practice

Drăghicescu, Luminiţa Mihaela; Petrescu, A; Cristea, Gabriela; Gorghiu, Laura Monica; Gorghiu, Gabriel

doi:10.1016/j.sbspro.2014.08.245

Cited by 30 publications

(28 citation statements)

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“…In addition to the constant challenge for higher education professors to discover new methods in order to involve students and increase the effectiveness of the learning process [56], the active methodology must focus on student understanding, motivation and participation from a constructivist perspective to enhance learning in order to learn competence and problem-solving skills [57], with teachers mediating the learning process so that students develop their own knowledge [58].…”

Section: Introductionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.

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Section: Introductionmentioning

confidence: 99%

Impact on the Virtual Learning Environment Due to COVID-19

et al. 2021

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“…The student-centered education process, which aims to develop key skills, needs to involve a proactive approach that facilitates student involvement in research, scientific inquiry, analysis of problematic situations or solving real problems or just hypothetical problems. Through its specificity, Problem Based Learning (PBL) can be a major component in such teaching approaches [8].…”

Section: Introductionmentioning

confidence: 99%

“…Researches that have been conducted solely are to improve the quality of learning in ways that can attract students' interests and stimulate students to think critically. Previous studies, especially for PBL models have shown the effectiveness of this model in improving the ability and learning outcomes of high school Geography subjects [13]; Science [14], [8], [20]; and Chemistry [12], [21]. From the various studies above, learning with PBL models, in addition to improving learning outcomes can also improve other abilities and skills in students such as problem-solving skills, scientific process skills, critical thinking skills and creative.…”

Section: Introductionmentioning

confidence: 99%

The influence of problem based learning towards social science learning outcomes viewed from learning interest

Permatasari

Gunarhadi

Riyadi

2019

IJERE

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The aim of this study is to determine the influences of Problem Based Learning and learning interest at improving the cognitive learning outcomes in social science of fourth-grade elementary school students. This study is a quasi-experiment study with pre-test and post-test control group design. The sample collection is taken with stratified cluster random sampling technique. The sample of this study is 109 fourth-grade elementary school students, consisted of 50 students from experiment group and 59 students from control group. The students from experiment group are given the application of Problem Based Learning, while the students in control group are given the application of Direct Instruction. The data collection is carried by using the instruments of social science learning outcomes test and social science learning interest questionnaire. The validity of test and questionnaire instruments is carried by expert judgement. The difficulty level, distinguishing power, and reliability of test instrument is tested by using ITEMAN application. The internal consistency and reliability of questionnaire instrument is tested by using SPSS application. The data is analysed by using two-way anova. The outcomes of the study show that PBL and learning interest contribute significant impact towards social science learning outcomes of elementary school students.

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“…The lecturer used PBL as a teaching strategy and therefore acted as facilitator in the classroom. The steps of the PBL approach summarised below and as described by Drăghicescua, Petrescua, Cristeab, Gorghiuc and Gorghiud (2014), were used during the lesson.…”

Section: Methodsmentioning

confidence: 99%

Integrating Foldscopes Into Problem-Based Learning

White¹

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

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Skills required in the 21st century necessitate teaching methodologies that educators use to equip learners for practice. Problem-based learning (PBL) supports the development of 21st-century skills as it fosters critical thinking, problem solving, creativity and collaboration. The current research aimed to determine whether Life Sciences (Biology) methodology student teachers could integrate the use of foldscopes into PBL. The research found that student teachers experienced the foldscopes as exciting, and revealed positive responses for classroom use. Some student teachers were, however, unable to develop a PBL activity for their learners, and leaned towards traditional teaching methods. Cultural historical activity theory (CHAT) was used as lens to analyse the activity system and identify tensions within the system.

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Application of Problem-based Learning Strategy in Science Lessons – Examples of Good Practice

Cited by 30 publications

References 1 publication

Impact on the Virtual Learning Environment Due to COVID-19

Impact on the Virtual Learning Environment Due to COVID-19

The influence of problem based learning towards social science learning outcomes viewed from learning interest

Integrating Foldscopes Into Problem-Based Learning

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