Creating a Multimedia Enhanced Problem-Based Learning Environment for Middle School Science: Voices from the Developers

Liu, Min; Horton, Lucas; Lee, Jaejin; Kang, Jina; Rosenblum, Jason; O'Hair, Matthew; Lu, Chu-Wei

doi:10.7771/1541-5015.1422

Cited by 22 publications

(15 citation statements)

References 28 publications

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“…Of significant importance, a handful of researchers were found who explored the concepts of critical thinking and problembased learning in web environments. In problem-based learning four researchers began to experiment with wikis and forums, unguided group research, multimedia, web 2.0 tools, and the use of second life (Beaumont, Savin-Baden, Conradi, & Poulton, 2014;Ioannou, Brown, & Artino, 2015;Liu et al, 2014;Walker, 2014). In critical thinking, five recent articles were found where researchers explored web-based seminars, web 20 tools and mobile learning in nurse's education, web-based graduate management courses, and wikis (Condon & Valverde, 2014;Eales-Reynolds, Gillham, Grech, Clarke, & Cornell, 2012;Garcia & Hooper, Jr., 2011;Goh, 2012;Lai & Wu, 2012).…”

Section: Resultsmentioning

confidence: 99%

Fostering Problem-Solving in a Virtual Environment

Morin¹,

Thomas

Saadé³

2015

JITE:Research

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This article investigates students' perceptions of the relationship between Problem-Solving and the activities and resources used in a Web-based course on the fundamentals of Information Technology at a university in Montreal, Canada. We assess for the different learning components of the course, the extent of perceived problem-solving skills acquisition including research, creativity and critical thinking skills. The course entailed two categories of learning, namely resources-based and interactive components. The study aimed at answering the following questions: 1) To what extent do students understand the definitions of Problem-solving, Research, and Creative Idea Generation skills, and Critical Thinking skills? (2) What is the relative contribution of the various learning components (activities and resources) of the course to the perceived acquisition of Problem-Solving, Research, and Creative Idea Generations skills, and Critical Thinking skills; (3) Is the understanding of the definitions correlated with the perceived contributions of the learning components (activities and resources) of the course to the skills development? (4) To what extent is perceived Problem-solving skill acquisition explained by the acquisition of the other three skills?

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Section: Resultsmentioning

confidence: 99%

Fostering Problem-Solving in a Virtual Environment

Morin¹,

Thomas

Saadé³

2015

JITE:Research

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“…As a pedagogy, PBL has been used to design games such as Alien Rescue , where middle school students work together to solve a problem centered on relocating displaced aliens within the Solar System (Liu et al , 2014). The authors report that over half of the students expressed having fun as they were learning, which suggests that games designed using PBL can offer opportunities to incorporate play and learning (Liu et al , 2013).…”

Section: Collaborative Inquiry Playmentioning

confidence: 99%

Collaborative inquiry play

Saleh

Hmelo‐Silver

Glazewski

et al. 2019

ILS

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Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the relationship between the design goals and the game-based learning environment. Design/methodology/approach Drawing on conjecture mapping (Sandoval, 2014), this paper presents an iterative development of the conjecture map for crystal island: ecojourneys and highlights the development of the story and tools in crystal island: ecojourneys, an immersive game based on PBL pedagogy. By articulating this development, the authors highlight the affordances and constraints of designing for collaborative inquiry play and address challenges in supporting learner agency. Findings The PBL inquiry process served as the foundation of collaborative inquiry play. Attending to the rules of inquiry fostered student agency, and in turn, playful engagement in the game-based learning environment. Agency however meant holding students accountable to actions undertaken, especially as it pertained to generating group-based explanations and reflecting on productive collaboration. Moreover, socially shared regulation of learning and systems thinking concepts (i.e. phenomenon, mechanisms, and components) must also be externalized in representations and interactions in the game such that students have the agency to decide on their learning paths. Originality/value This paper presents the model of collaborative inquiry play and highlights how to support player agency and design content-rich play environments which are not always completely open.

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“…Penelitian tentang PBL menggunakan multimedia interaktif telah dilakukan diantaranya multimedia interaktif telah membekali para peserta didik untuk dapat berpikir tingkat tinggi, terampil memecahkan masalah, dan mengalami situasi belajar berbasis IT (Joshi, 2011). Penerapan model PBL menggunakan CD multimedia memberikan pengaruh positif terhadap prestasi belajar peserta didik (Liu, et al, 2014;Theng Leow, 2014; Handayani & Diana, 2011).…”

Section: Pendahuluanunclassified

“…Kemampuan berpikir kritis diukur dari laporan hasil pengamatan yang ditulis pada LKS oleh setiap kelompok. Laporan yang telah ditulis oleh setiap kelompok merupakan hasil pengamatan percobaan dan hasil diskusi yang memuat enam aspek berpikir kritis yaitu: (1) interpretasi, (2) analisis, (3) evaluasi, (4) inferensi, (5) eksplanasi, (6) dan presentasi. Kelompok Newton memperoleh rata-rata skor tertinggi pada aspek interpretasi, analisis, dan presentasi.…”

Section: Pendahuluanunclassified

Pengembangan Multimedia Interaktif Bervisi SETS sebagai Alat Bantu Model Problem Based Learning (PBL) dalam Pembelajaran IPA di SMP untuk Meningkatkan Kemampuan Berpikir Kritis dan Keterampilan Sosial Peserta Didik

Oktaviani

Hartono

Marwoto

2017

PSEJ

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Pemanfaatan komputer sebagai media pembelajaran dalam bentuk multimedia interaktif merupakan salah satu pendekatan pembelajaran yang mendukung kemajuan teknologi. Penelitian ini bertujuan mendeskripsikan karakteristik dan menganalisis multimedia interaktif bervisi SETS model PBL yang efektif meningkatkan kemampuan berpikir kritis dan keterampilan sosial. Penelitian ini merupakan penelitian pengembangan. Produk yang dikembangkan divalidasikan untuk selanjutnya direvisi dan diimplementasikan. Subyek penelitian peserta didik kelas VIII SMP Negeri 7 Tegal Tahun Pelajaran 2016/2017.Hasil penelitian menunjukkan tingkat kevalidan terhadap perangkat pembelajaran 88,33% dan multimedia interaktif yang dikembangkan 79,37%. Tingkat keefektifan ditunjukkan adanya peningkatan kemampuan berpikir kritis kelas eksperimen dan nilai N-gain mencapai 0,59 dengan kategori sedang. Keterampilan sosial peserta didik sebesar 84,50% dengan kriteria baik. Tingkat kepraktisan ditunjukkan dengan respon guru dan peserta didik sangat positif terhadap produk yang dikembangkan. Simpulan dari penelitian ini, perangkat pembelajaran valid, efektif, dan praktis digunakan sebagai alat bantu model PBL serta dapat meningkatkan kemampuan berpikir kritis dan keterampilan sosial pada kelas eksperimen.Kata Kunci: PBL, multimedia interaktif, kemampuan berpikir kritis, keterampilan sosial.

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Creating a Multimedia Enhanced Problem-Based Learning Environment for Middle School Science: Voices from the Developers

Cited by 22 publications

References 28 publications

Fostering Problem-Solving in a Virtual Environment

Fostering Problem-Solving in a Virtual Environment

Collaborative inquiry play

Pengembangan Multimedia Interaktif Bervisi SETS sebagai Alat Bantu Model Problem Based Learning (PBL) dalam Pembelajaran IPA di SMP untuk Meningkatkan Kemampuan Berpikir Kritis dan Keterampilan Sosial Peserta Didik

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