Beyond problem-based learning: using dynamic PBL in chemistry

Overton, Tina; Randles, Christopher

doi:10.1039/c4rp00248b

Cited by 56 publications

(46 citation statements)

References 30 publications

(55 reference statements)

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“…The importance of PBL was expressed by Overton and Randles (2015) by stating that students can think critically and be able to solve unstructured real-world problems. Significantly, previous empirical evidence has revealed the effectiveness of PBL in various fields.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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Self-efficacy and critical thinking represent two vital components for university graduates in the 21st century learning. However, several studies reported that these two important outcome predictors were unsatisfactory. This study aimed at investigating the effects of problem-based learning (PBL) on pre-service teachers' self-efficacy and critical thinking. A quasiexperimental nonequivalent pretest-posttest control group design was utilized. A total of 44 pre-service elementary school teachers (aged 19-22) at a private university in Indonesia were assigned as experimental (n = 22) and control (n = 22) groups. The experimental group learning received PBL, while the control group learning with traditional college instruction. The Self-Efficacy Scale (SES) and the Critical Thinking Questionnaire (CTQ) were administered before and after the intervention in both groups. Independent and paired samples t-tests were employed to analyze the pretests and posttests data. The results indicated that PBL was more effective in increasing self-efficacy and critical thinking of pre-service elementary teachers than traditional teaching. It is suggested that PBL should be used more frequently in science learning to further enhance students' self-efficacy and critical thinking skills in higher education.

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Section: Introductionmentioning

confidence: 99%

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Saputro¹,

Atun²,

Wilujeng³

et al. 2020

EUROPEAN J ED RES

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“…Because statistical theories are useful in solving thesis. Given that PBL is learning that results from the process of working toward the understanding of a problem (Overton, 2015). Another factor affecting the PBL towards mastery of concepts students of the 6th semester that students work independently to find the concepts they need to know and adjusted with the principal problems given by the lecturer.…”

Section: Discussionmentioning

confidence: 99%

Investigation of Problem Based Learning: Process of Understanding the Concepts and Independence Learning on Research Statistics Subject

Ediansyah¹,

Kurniawan

Salamah³

et al. 2019

HSSR

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Purpose of the study: The purpose of this study is to investigate the process from which students understand the concepts of research statistics and learning independence on the subject of research statistics. And their relationship between understanding the concept with independence and PBL learning models Methodology: This research was conducted at Madrasah Ibtidaiyah Teacher Education (Primary Teacher Education/PGMI) State Islamic Institute (IAIN) Bengkulu in which the samples used were students of 6 semester and students of 8 semesters. The research method was qualitative and quantitative with correlational research design, with total samples 295 with total sampling. The research instruments were by using independence questionnaires and multiple-choice questions. The data were analyzed by using simple regression analysis. Main Findings: Problem Based Learning (PBL) has a significant relationship with the understanding concept research statistical subject and learning independence. Implication/Applications of this study: Understanding the statistical concepts of research. Because the statistical theory is useful in completing a student's final project (essay.it would be helpful for students to use this model to study of research statistics. Novelty/Originality of this study: No study has been done so for on this sample.

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“…This does not mean that we recommend that life sciences students be able to write complex software applications or be trained to develop graphical user interfaces, but being able to write short programs and run command-line programs gives them flexibility in analyzing data and, perhaps more importantly, provides them with a better understanding of the data itself. The pedagogical literature from a variety of fields is clear that students learn more when they engage with data more deeply, as opposed to entering data into a "black box" and reporting the results (16,(38)(39)(40)(41)(42). Thus, as with any laboratory technique-e.g., PCR, dissection, or microscopy-bioinformatically-literate undergraduates don't need to be experts but should be expected to have basic skills in these areas when they graduate.…”

Section: Discussionmentioning

confidence: 99%

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

Wilson¹,

Hauser

Sierk

et al. 2017

Preprint

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Bioinformatics is becoming increasingly central to research in the life sciences. However, despite its importance, bioinformatics skills and knowledge are not well integrated in undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing genomic research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of life sciences faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists, as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent's degree of training, time since degree earned, and/or the Carnegie classification of the respondent's institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate life sciences students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula. Significance StatementBioinformatics, an interdisciplinary field that uses techniques from computer science and mathematics to store, manage, and analyze biological data, is becoming increasingly central to modern biology research. Given the widespread use of bioinformatics and its impacts on societal problem-solving (e.g., in healthcare, agriculture, and natural resources management), there is a growing need for the integration of bioinformatics competencies into undergraduate life sciences education. Here, we present a set of bioinformatics core competencies for undergraduate life scientists developed using the results of a large national survey and the expertise of our working group of bioinformaticians and educators. We also present results from the survey on the importance of bioinformatics skills and the current state of integration of bioinformatics into biology education.

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Beyond problem-based learning: using dynamic PBL in chemistry

Cited by 56 publications

References 30 publications

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Enhancing Pre-Service Elementary Teachers’ Self-Efficacy and Critical Thinking using Problem-Based Learning

Investigation of Problem Based Learning: Process of Understanding the Concepts and Independence Learning on Research Statistics Subject

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

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