Development of an Instrument for Assessing Undergraduate Science Students’ Perceptions: The Problem-Based Learning Environment Inventory

Şenocak, Erdal

doi:10.1007/s10956-009-9173-3

Cited by 33 publications

(24 citation statements)

References 45 publications

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“…83-100% of students in the teacher support dimension, 88-96% of students considered the good quality of the problem given and 100% of the students evaluated positively the dimension of student interaction and collaboration. Analyzing the responses to the questionnaire the average of the total score obtained by each student was 89 ± 16, which is in accordance with the interval defined previously by others corresponding to a minimum score of 23 and a maximum score of 115 (Senocak, 2009). …”

Section: Resultssupporting

confidence: 87%

“…At the end of the class, students were asked to respond to a questionnaire in order to evaluate their perceptions about the PBL environment in class, regarding some dimensions, according to Senocak (2009), such as: teacher support (the extent to which the teacher acts a facilitator or metacognitive coach and supports several of the goals of PBL), student interaction and collaboration (the extent to which problems act as stimulus and PBL starts with an ill-structured problem to be solved) and the quality of the problem (extent to which problems act as stimulus and PBL starts with an ill-structured problem to be solved).…”

Section: Instrumentsmentioning

confidence: 99%

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Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities

Sousa

2016

Mult.J.Edu.Soc.Tec.Sci.

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Since all the known biological systems require water for their basic biochemical processes, one can find several osmoregulation mechanisms on living organisms for adaptation to related environmental challenges. Osmosis is a cellular mechanism of water movement across membranes which is known to be present throughout the tree of life and occurs by either diffusion across the membrane bilayer or by a faster movement mediated by transmembrane channel proteins, called aquaporins. The expression of aquaporins is regulated at, the cellular level, by environment conditions such as hydric stress, therefore allowing the adaptation of organisms to increase salinity in soils, water deprivation and increase beverage intake. Osmosis and diffusion concepts have been described to be difficult to learn, so, in order to promote meaningful learning, we used a problem-based learning approach that integrates a laboratory activity and a computer simulation model of osmosis and a two phase conceptual mapping. We observed that high school students developed adequate laboratory skills and were able to communicate their results as text and using scientific drawings; and the learning environment was adequate. Therefore we presented a successful implementation case of integrated PBL, in a public Portuguese school, that may constitute an example to facilitate the implementation of active inquiry strategies by other teachers, as well as the basis for future research.

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Section: Resultssupporting

confidence: 87%

Section: Instrumentsmentioning

confidence: 99%

Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities

Sousa

2016

Mult.J.Edu.Soc.Tec.Sci.

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“…From here, this paper explores literature related to survey development and procedures used to ensure the validity and reliability of survey instruments. This process is divided into four distinct stages based on the work of Senocak (2009): item formulation, content validation, reliability calculation, and construct validation. To further strengthen these procedures Rasch modelling (Bond and Fox 2007;Rasch 1960) techniques were used.…”

mentioning

confidence: 99%

Construction and validation of a survey instrument to determine the gender-related challenges faced by pre-service male primary teachers

Cruickshank

Pedersen

Hill

et al. 2014

International Journal of Research & Method in Education

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The gender-related challenges facing males entering the primary-school teaching profession have been well documented in the academic literature over recent decades. The majority of these data have come about through qualitative reports. Whilst qualitative methods provide important perspectives into these issues, the use of valid and reliable quantitative survey tools has received less attention. This paper discusses the construction, piloting, and subsequent tests for reliability and validity involved in developing a robust survey tool to measure the gender-related challenges faced by pre-service male primary teachers during their university study and professional experience in schools. Utilizing Senocak's four stages of survey development and Rasch modelling techniques, data analysis showed high levels of validity and reliability for the survey tool.

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“…We provide insights about existing tools as well as details about how our instrument addresses a gap in designing and assessing learning experiences, which is lacking from these tools. Specifically, existing instruments focus on assessing student learning experiences rather than assisting educators with being able to design and assess whether they have achieved creating holistic learning experiences for their students [16][17][18][19][20][21] . Existing survey instruments may assess concepts related to Perkins' principles as well as correlating constructs.…”

Section: Preliminary Review Of Existing Instrumentsmentioning

confidence: 99%

“…This adds breadth examining the application of these principles, but does not provide clarity regarding how to design or assess learning experiences for these aspects. 20 metacognitive questions.…”

Section: Preliminary Review Of Existing Instrumentsmentioning

confidence: 99%

Making Learning Whole: Toward the Development of an Instrument Operationalizing Perkins' Model

London

Mondisa

Fayyaz

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Development of an Instrument for Assessing Undergraduate Science Students’ Perceptions: The Problem-Based Learning Environment Inventory

Cited by 33 publications

References 45 publications

Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities

Problem-based learning on cell biology and ecophysiology using integrated laboratory and computational activities

Construction and validation of a survey instrument to determine the gender-related challenges faced by pre-service male primary teachers

Making Learning Whole: Toward the Development of an Instrument Operationalizing Perkins' Model

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