Determining the sustainability of a model of PBL: A Conceptual framework

Abstract

Objectives:To explore processes of implementation that result from attempts at curriculum renewal reliant on principles of PBL in a delivery model. Methods:An evaluation design using case study was chosen to appraise the worth of curricula reliant on PBL philosophy and methodology. The method involved actual stories or narratives depicting situations and experiences of curriculum implementation. Results:The use of narratives illuminated daily challenges of students, staff members and other stakeholders and posed solutions to issues raised in a collaborative way. Conclusions:An evaluation process reliant on a collection of stories of the experiences of those involved shed some light on the perspectives of a range of stakeholders and tested the feasibility and practicality of curriculum design and implementation. There were three major areas on which academic colleagues needed to focus:Resources-PBL is no different from other approaches to curriculum development; implementation strategies need to comply with the existing institutional policies and work within existing resources and budget allocations.Processes-PBL strategies can be used in conjunction with flexible/ e-learning delivery modes that increase the potential use of a range of support materials to enhance cases as learning stimuli. Facilitator guides ensure consistency across groups.Results-Data on the effectiveness of the learning experience is regularly and routinely collected and fed back into continuous quality improvement.

Enhancing critical thinking through simulation

“…The quality design of stimulus material and aligned simulation learning experiences integrate thinking and doing during learning processes and inform action oriented decision-making by students. Tanner (2006) ■ should focus learning on key concepts ■ provide a guide to breadth and depth of learning ■ require assessment that focus on priority outcomes (Conway and Little, 2000;Little and McMillan 2015).…”

Meta-Analisis Pengaruh Alqurun Teaching Model Terhadap Kemampuan Matematis

“…Masing-masing model pembelajaran tersebut memiliki fokus tahapan pembelajaran yang berbeda, namun tujuan yang sama yaitu penemuankonsep. Fokus tahapan problem based learning adalah menemukan suatu konsep melalui penyelesaian beberapa masalah/soal non-rutin (Little & McMillan, 2016), fokus tahapandiscovery learning adalah menemukan suatu konsep melalui penyelesaian soal-soal dari bersifat induktif menuju deduktif (Neber, 2012) (Aldabbus, 2018). Shafa (2014) menyatakan bahwa prinsip kurikulum 2013 dengan pendekatan saintifik ini bersifat terbuka; artinya tidak hanya membatasi pada 3 model pembelajaran yang sudah ada tapi juga mengembangkan model pembelajaran baru.…”

Using Prompts to Scaffold Metacognition in Case-Based Problem Solving within the Domain of Attribution Theory

“…Consider also what you need to know to understand the text completely."). According to Lin, Hmelo, Kinzer and Secules (1999) prompting includes several strategies that might be applied during learning. These include process displays, process prompts, process models and reflective social discourse.…”