Enquiry-Based Learning Can Maximise a Student's Potential

Palmer, Sue

doi:10.2304/plat.2002.2.2.82

Cited by 18 publications

(8 citation statements)

References 3 publications

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“…The experience of producing it may also have a lasting impact on the lives of the young participants, giving them confidence and motivation to act as responsible environmental citizens when they reach adulthood (Roth & Lee, 2004;Holbrook & Rannikmae, 2007) and facilitating their enjoyment of the environment as a lifelong experience. The publication of the booklet also reinforces the belief in the value of listening to the views of young people on a range of educational and other issues (for example, Palmer, 2002;Barratt Hacking, Scott & Barratt, 2007;Logan & Stamp, 2008). They have a vested interest in sustainable management of the environment and their management recommendations were not only mature, but also likely to receive local community support.…”

Section: Discussionmentioning

confidence: 72%

Making science special for pupils with learning difficulties

Gebbels¹,

Evans²,

Murphy³

2010

British J Special Edu

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In this article Susan Gebbels and Stewart M. Evans from Newcastle University and Lynne A. Murphy who is a practising school teacher in north-east England discuss how they worked collaboratively on a programme of science education with a group of 16 Key Stage 3 pupils with moderate learning difficulties. The project lasted for one academic year and was part of Creative Partnerships, the Government's flagship creative learning programme. The authors describe some of the challenges faced by teachers to cater for the needs of all pupils within an inclusive school setting. The programme of science education focused on local marine and coastal environments with a special emphasis on fieldwork, enquiry-based learning and crosscurricular approaches to learning. The project was evaluated through the use of questionnaires, pupil interviews and informal discussions with teaching staff. Evaluations of the programme were positive. Pupils were more motivated to learn about science, had a sense of pride in their achievements and claimed that participation in the project helped them in forming friendships. The class published and distributed an information booklet on the coast to other schools and the general public.

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Section: Discussionmentioning

confidence: 72%

Making science special for pupils with learning difficulties

Gebbels¹,

Evans²,

Murphy³

2010

British J Special Edu

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“…In PBL the handling of a problem drives the whole learning of the student (Palmer, 2002;Jackson, 2003;Khan and O'Rourke, 2004). The curriculum is structured as a problem or series of problems, as opposed to a systematic presentation of subject content.…”

Section: Related Researchmentioning

confidence: 99%

Problem solving and creativity in engineering: conclusions of a three year project involving reusable learning objects and robots

Adams

Kaczmarczyk

Picton

et al. 2010

Engineering Education

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The necessity for creative problem solving skills within the sciences and engineering are highlighted in benchmark and policy statements as essential abilities. None of these statements, however, offer any guidance on how these skills might be fostered, let alone assessed. This paper presents findings from the second cycle of an action research project to develop a dedicated creative problem solving module for first year engineering undergraduates. In the module problem based learning (PBL) techniques have been used with Lego Mindstorm NXT robots to develop creative problem solving skills. The focus of the module has been on developing process skills as opposed to the simple methodical solving of routine problems. Process skills have been introduced and mediated by the use of reusable learning objects (RLOs) within a virtual learning environment (VLE). Separate RLOs have also been used to develop skills in using the robots.The action research cycle has been informed by a parallel project involving interviews designed to explore the perceptions of students, academics and professional engineers of creative problem solving. Phenomenography has been used as the main research tool. Student feedback through online questionnaires, focus groups, classroombased observation and interviews indicates that the module, and its means of delivery, has proven successful in improving creative problem solving skills. It also highlights the value of developing process skills within a practical and motivational environment.

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“…However it has somewhat surprisingly not yet been widely incorporated into the teaching of psychology despite its obvious and iterative relevance to psychological aspects of teaching and learning (Reynolds, 1997;Schmidt and Moust, 2000;Schwartz, 2004). As a starting point limited implementation of PBL has been reported, (Abrandt Dahlgren and Dahlgren, 2002;Connor-Greene, 2002;Palmer, 2002). Elements of a PBL approach can be found in case-based group work (Mayo, 2002) although strictly PBL should not be limited merely to the application of psychological knowledge but should incorporate procedural aspects of new learning, sharing and refl ection.…”

Section: The Theoretical Basis For Pblmentioning

confidence: 99%

Development of PBL in the Training of Clinical Psychologists

Stedmon

Wood

Curle

et al. 2006

Psychology Learning & Teaching

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Problem Based Learning (PBL) is a recent introduction into the training of clinical psychologists and seems to be a promising strategy for supporting the development of competencies in trainees on doctoral programmes. This paper reports on the introduction and assessment of PBL in a hybrid curriculum and relates this to competence and learning outcomes. Issues in evaluation are considered. Early indications suggest that both trainees and programme staff recognise the value of PBL in acquiring skills required in clinical practice. PBL is being developed in a variety of ways that will provide more information on the transferability and generalisability of this approach.

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Enquiry-Based Learning Can Maximise a Student's Potential

Cited by 18 publications

References 3 publications

Making science special for pupils with learning difficulties

Making science special for pupils with learning difficulties

Problem solving and creativity in engineering: conclusions of a three year project involving reusable learning objects and robots

Development of PBL in the Training of Clinical Psychologists

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