Design and Evaluation of a Problem-Based Learning Environment for Teacher Training

Hemker, Laura; Prescher, Claudia; Narciss, Susanne

doi:10.7771/1541-5015.1676

Cited by 22 publications

(19 citation statements)

References 12 publications

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“…The problem-based learning process triggers improved learning and problem-solving skills (Arikan & Unal, 2015). These learning activities use problems as a starting point in learning (Hemker et al, 2017). Problems are intended to achieve learning objectives by involving students in independent or group work so that it leads to new knowledge (Sockalingam et al, 2012).…”

Section: Figurementioning

confidence: 99%

Integration PBL with RMS: Improving problem solving skills on environmental education

Muhlisin

Siswanto

Singgih

et al. 2020

Biosfer

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The environmental education course currently does not integrate problem-solving problem skills. The purpose of this study was analyzing the results of applying integration on problem-based learning with the RMS (reading, mind mapping, and sharing) learning model. The research method was a quasi-experimental with pre-test-post-test control group design. The study was conducted on 56 students who took an environmental education course in Natural Science Education Universitas Tidar. Data analysis used an Anacova test with a pretest as its covariate. The study results stated that 1) developed learning model integrates PBL with RMS learning model consisting of identifying problems, finding relevant information about problems through reading activities, analyzing problem: group discussion through mind mapping, providing solutions, and sharing results of mind mapping. 2) The integration of PBL with the RMS learning model indicated by an average score of post-test in the integration of PBL with the RMS learning model class of 68.46, and the traditional class of 48.92. 3) the learning process that occurs in the integration of PBL with the RMS learning model class shows that learning is run well, which is indicated by students' average evaluation score of the lecturer learning process. The integration of PBL and RMS model can be utilized by teachers and lecturers in Biology learning to have thinking skills and solve daily problems.

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Section: Figurementioning

confidence: 99%

Integration PBL with RMS: Improving problem solving skills on environmental education

Muhlisin

Siswanto

Singgih

et al. 2020

Biosfer

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“…En ello, el Aprendizaje Basado en Problemas incorpora la teoría y la práctica favoreciendo los procesos de aprendizaje de los estudiantes (Carrió et al, 2018) porque desarrollan conocimientos y adquieren habilidades para el planteamiento de problemas, objetivos e hipótesis (Hemker et al, 2017;Sepúlveda, Cabezas, García, & Fonseca, 2019), así como habilidades interpersonales en la comunicación oral y escrita (ABP, s/f; Fernández, López, Fernández, & Polo, 2014). Aunado a lo anterior, esta estrategia respalda el pensamiento crítico y la interacción con otras disciplinas (Makin, 2015) porque los estudiantes deciden qué aprender con el apoyo del profesor, tutor o facilitador, quienes los guían en los procesos de aprendizaje del equipo que desconoce las causas que lo originan y provee la estructura para su solución (Gregori&y Menéndez, 2015;Lee et al, 2017;Costas & Nicolaou, 2018;Travieso & Ortiz, 2018).…”

Section: Perspectiva Teórica Del Aprendizaje Basado En Problemasunclassified

“…en Rodríguez, Ordoñez, & Meneses, 2018). Su principal objetivo es la adquisición de nuevos conocimientos (Walker, Bridges, & Chan, 1996) para abordar un problema y soluciones para cada una de sus fases (Hemker, Prescher, & Narciss, 2017). Para ello, es aplicado bajo principios basados en el rol que desempeñan los estudiantes (Galindo, Arango, Díaz, Villegas, Aguirre, Kambourova, & Jaramillo, 2011;Giraldo, Giraldo, & Valderrama, 2018), a quienes se les presenta un caso (problema) para que a través de una discusión en equipo compartan conocimientos para la solución de este (Costas & Nicolaou, 2018).…”

Section: Introductionunclassified

El aprendizaje basado en problemas en estudiantes universitarios

Lozano-Ramírez¹

2020

TenPed

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Este artículo presenta los resultados de un estudio sobre el Aprendizaje basado en Problemas (ABP) como estrategia didáctica en estudiantes de grado universitario. El objetivo de esta investigación fue identificar las experiencias de los estudiantes en la solución de un problema real y explicar su contribución en la formación profesional. El diseño de investigación fue no experimental y el estudio explicativo, aplicado a una muestra de 124 estudiantes en una Institución de Educación Superior (IES) ubicada en la Ciudad de Tijuana, B. C., Méx. Los resultados de las pruebas señalan que el Aprendizaje Basado en Problemas les demanda a los estudiantes capacidades de análisis y reflexión para abordar un problema de manera objetiva, crítica y creativa. Así como la toma de decisiones para determinar expectativas y definir metas para la solución de este. Los resultados también explican que esta estrategia les provee de conocimientos para la evaluación de problemas cotidianos, familiares y académicos y les aporta habilidades de negociación, de comunicación y experiencias que fortalecen su formación profesional. Dichas experiencias contribuyen en la comprensión de materias y les permiten desarrollar estrategias de estudio. Si bien el Aprendizaje Basado en Problemas es altamente beneficioso para los estudiantes, el estudio concluye que como técnica es poco empleada por los profesores por lo que se recomienda a las IES efectuar un inventario de las estrategias didácticas implementadas por los profesores y desarrollar procesos de capacitación para complementar y respaldar su práctica docente.

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“…The systematics of the implementation of PBL is a careful way so that students can find a variety of knowledge to solve problems presented by the teacher. The phase of the PBL implementation has been summarized from Hemker and Prescher [49], Al-Naghar and Boryshev [50] as follow:…”

Section: Applying Of Problem Based Learningmentioning

confidence: 99%

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

Imandala

Ru-mi

Supriyadi

2019

IJELE

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Problem-based learning (PBL) is learning where students build knowledge based on learning experiences to solve problems. This model generally is known by teachers around the world and successfully attracted many researchers. However, very limited study has been conducted to analyze this learning model using the typology of knowledge by Pollock and Cruz (1999). This paper analyzed the PBL model using Pollock and Cruz instrument. This study discovered that learning knowledge and facilities contributed to the success of the learning process. However, the internalism typology instrument recommends for the teacher to select and choose appropriate knowledge. Particularly in specific student experience and scaffolding in constructivism through identification and screening system. Another instrument is externalism typology, found that the absorbs of knowledge depends on the developmental age and group compositions, primarily, in first-third grade students. This instrument suggested that a teacher must be more active to be facilitator and mediator in the absorption of knowledge through the assimilation and accommodations mechanism.

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Design and Evaluation of a Problem-Based Learning Environment for Teacher Training

Cited by 22 publications

References 12 publications

Integration PBL with RMS: Improving problem solving skills on environmental education

Integration PBL with RMS: Improving problem solving skills on environmental education

El aprendizaje basado en problemas en estudiantes universitarios

Analysis of Problem-Based Learning Models by Typology of Knowledge Pollock and Cruz (1999)

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